Donna is a full-time lecturer/researcher at UTS. She has been with UTS in various capacities (eg Research Associate, casual lecturer) since 2002. The central focus of her research and teaching is adult learning in and beyond educational institutions. She draws from a range of conceptual resources - including, socio-material, post-human, and more recently practice based theories. Prior to coming to UTS she has an extensive work history in the NSW community sector (eg. neighbourhood houses/centres and community colleges).
- Donna is Book Review Editor for Studies in Continuing Education as well as being on editorial board for this and other journals.
- She was recently an elected Board Member of Adult Learning Australia (ALA)
Can supervise: YES
Donna's research interests, while broad ranging, can be summed up as focusing on Adult learning outside of sanctioned educational institutions. She is currently working with a multidisciplinary team on a project called, Identifying and developing capability in engineer’s continuing professional learning. She was recently involved in an Australian Research Council (ARC) Discovery Project called, Beyond training and learning: integrated development practices in organisations. Her doctoral research was largely concerned with the provision of learning in NSW neighbourhood and community centres. This interest was expanded in her recently completed Early Career Research project, Neighbourhoods: Centres of Learning.
Donna is a Cat 2 supervisor and is able to supervise doctoral students. In particular students interested in pursuing research in the broad area of learning in settings beyond educational institutions (eg. workplaces, civil society, communities, families etc).
She coordinates, and teaches into:
Masters of Teaching
- Professional Learning
Masters of Education (Learning and Leadership)
- Launching Learning
Masters of Education (Adult Education)
- Understanding Adult Education and Training
- Independent Study Project 1
- Independent Study Project 2
She also teaches into the MTeach capstone subject:
- Professional Vision in Practice
A necessary skill that underpins all professional practice is noticing that which is salient. Noticing can be learned directly and indirectly through a variety of campus-based and placement activities. This paper suggests that developing a capacity for noticing is under conceptualised and underdeveloped in courses preparing students for the professions. It discusses three aspects of noticing: noticing in context, noticing of significance and noticing learning, and explores the use of these through a case study of simulation in nursing education. The case study points to the importance of close attention to the circumstances in which noticing can be fostered and, in doing so, points toward the potential of developing a pedagogy of professional noticing.
Rooney, D & Boud, D 2019, 'Toward a Pedagogy for Professional Noticing: Learning through Observation (vol 12, pg 441, 2019)', VOCATIONS AND LEARNING, vol. 13, no. 2, pp. 367-367.View/Download from: Publisher's site
Simulation is a pedagogy that has been widely used in a numberof educational settings (e.g.,aviation, transport, social work, nursing education). While it can take numerousforms, it often involves an assortment of high-tech equipment (e.g.,flight simulators, manikins) that seek to replicate real settings. Specifically, this paper provides an empirically driven exploration of how simulation laboratories, used in the professional education of nurses, and medical and other health professionals in higher education settings, are practised. Informed by sociomaterial understandings, the paperproblematises and disrupts homogeneous understandings of the simulation space as found in much of the health sciences literature. This is doneby providing a number of layers ranging from accounts of simulation in literature and empirically driven accounts of simulation in action through to more abstract discussion. The paper is attentive to both the distinct materiality of the spaces involved andthe human activities the spaces engender. This dual focus enables the consideration of spatial injustices as well as new directions for the development of simulation pedagogies.
Rooney, D, Manidis, M, Price, OM & Scheeres, H 2018, 'An enterprising Phoenix: Materiality Affect and Learning', Journal of Workplace Learning, vol. 30, no. 4, pp. 262-273.View/Download from: Publisher's site
The purpose of this paper is to explore how workers experience planned and unplanned change(s), how the effects of change endure in organizations and the entanglement (Gherardi, 2015) of materiality, affect and learning.
Research design is ethnographic in nature and draws from 30 semi-structured interviews of workers in an Australian organization. Interviews were designed to elicit narrative accounts (stories) of challenges and change faced by the workers. Desktop research of organizational documents and material artefacts complemented interview data. Analysis is informed by socio-material understandings and, in particular, the ideas of materiality, affect and learning.
Change, in the form of a fire, triggered spontaneous and surprisingly positive affectual and organizational outcomes that exceeded earlier attempts at restructuring work. In the wake of the material tragedy of the fire in one organization, what emerged was a shift in the workers and the practices of the organization. Their accounts emphasized challenges, excitement and renewal, which prompt reconsideration of learning at work, in particular the entanglement of affect, materiality and learning in times of change.
Much workplace learning research identifies change as conducive to learning. This paper builds on this research by providing new understandings of, and insights into, the enduring effects of change.
Reich, A, Rooney, D & Hopwood, N 2017, 'Sociomaterial perspectives on work and learning: sites of emergent learning', Journal of Workplace Learning, vol. 29, no. 7-8, pp. 566-576.View/Download from: Publisher's site
© 2017, © Emerald Publishing Limited. Purpose: This paper aims to introduce, explain and illustrate the concept of "sites of emergent learning" (SEL), which pinpoints particular instances of learning in everyday practice. This concept is located within contemporary practice-oriented and sociomaterial approaches to understanding workplace learning. Design/methodology/approach: This conceptual development has been resourced by a secondary analysis of data from three workplace learning studies. These were: an ethnographic study of a residential parenting service; a case study of learning among engineers working on a railway construction site; and a case study of a multicultural unit that aims to enhance health services for a diverse community. All were based in the Sydney metropolitan area. The secondary analysis was undertaken by identifying regular practices within each setting where professionals discuss past and future work. These were then subjected to theoretical scrutiny, identifying common and distinctive features. Findings: SEL were identified within the handover, site-walks and catch-up meeting practices. They arise through and are constituted in relationships between social practices and the materialities of work. SEL involve negotiating, exploring and questioning practice and knowledge associated with it; they are instances within work practices in which work is done about how work gets done, developing new understandings of the past to reshape visions for the future. Alongside these commonalities, each site of emergent learning displayed distinctive features shaped by the particularities of the practices and materialities of each site. Originality/value: This concept is presented as a valuable tool to assist researchers of workplace learning. It elucidates particular learning-intensive features of practice, extending sociomaterial conceptualisations of professional and workplace learning.
Rather than being banal and uninteresting, Western women's public toilets may be seen as educational spaces. While prolific in number and usage, they have typically escaped research attention. This paper argues that the common inclusion of toilet texts in these places renders them not only interesting but also worthy of inclusion in accounts of public pedagogies. The paper draws attention to the pedagogical voices that occupy the ostensible privacy of places like toilets. It does so by discussing a collection of toilet texts using the entangled concepts of place, practice and pedagogy. Overall, the paper demonstrates how the texts act as proxy for absent pedagogues who seek to disseminate particular knowledges and/or promote specific cultural practices, and in doing so it repositions women's (semi)public toilets as richly pedagogical.
Hopwood, N, Rooney, D, Boud, D & Kelly, M 2016, 'Simulation in Higher Education: A sociomaterial view', EDUCATIONAL PHILOSOPHY AND THEORY, vol. 48, no. 2, pp. 165-178.View/Download from: Publisher's site
Kelly, M, Hopwood, N, Rooney, D & Boud, D 2016, 'Enhancing students' learning through simulation: dealing with diverse, large cohorts', Clinical Simulation in Nursing, vol. 12, no. 5, pp. 171-176.View/Download from: Publisher's site
As the field of health care simulation matures, new questions about appropriate pedagogy are emerging which present challenges to research and practices. This has implications for how we investigate and deliver effective simulations, how we conceive effectiveness, and how we make decisions about investment in simulation infrastructure. In this article, we explore two linked challenges that speak to these wider concerns: student diversity and large cohorts. We frame these within contemporary simulation practices and offer recommendations for research and practice that will account for students' varying cultural expectations about learning and clinical practice in the Australian context.
This empirically driven paper is about workplace learning with specific focus on the 'work' of consuming practices. By consuming we refer to the eating, and the drinking, and (at times) to the smoking that workers, in most organisations, do on a daily basis. Indeed, it is the quotidian nature of consuming, coupled with its absence from workplace learning research that make them noteworthy practices to explore. In using the term practice we draw on the recent tranche of practice based theorisations: notably Schatzki (1996, Organization Studies, 26(3), 465-484, 2005, Organization Studies, 27(12), 1863-1873, 2006) and Gherardi (Human Relations, 54(1), 131-139, 2001, 2006, Learning Organization, 16(5), 352-359, 2009). The paper frames consuming practices as 'dispersed' (general) practices and, illustrated through empirical data from multiple projects, we progressively outline how these contribute to the learning of 'integrative' (specialized work) practices. Our overall aim is to (re)position consuming practices from prosaic, to having much relevance for research on workplace learning.
Rooney, DL, Hopwood, N, Boud, D & Kelly, M 2015, 'The Role of Simulation in Pedagogies of Higher Education for the Health Professions: Through a Practice-Based Lens', Vocations and Learning.View/Download from: Publisher's site
The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation peda- gogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually driven argument to cast new light on simulation and its unarticulated potential in professional formation. The argument unfolds in, and is illustrated via, three accounts of a simulation event in an Australian undergraduate nursing program. This begins with a familiar approach, moves to one that problematizes this through a focus on disruption, culminating in a third that draws on socio-material theorisations. Here, simulation is conceived as emergent, challenging stable notions of fidelity, common in simulation literature. New possibilities of simulation in the production of agile practitioners and learners in practice are surfaced. This paper extends and enriches thinking by providing distinctive new ways of understanding simulation and the relationship it affords between education and professional practice, and by illuminating the untapped potential of simulation for producing agile practitioners.
Reich, A, Rooney, D & Boud, D 2015, 'Dilemmas in continuing professional learning: learning inscribed in frameworks or elicited from practice', Studies in Continuing Education, vol. 37, no. 2, pp. 131-141.View/Download from: Publisher's site
This paper explores a dilemma in continuing professional learning: the way learning is typically inscribed in continuing professional education (CPE) frameworks differs from that elicited from practice. It examines these differences in relation to both different underlying assumptions about learning and varying epistemological perspectives as well as the different purposes of CPE frameworks of professional bodies and organisations. It suggests that the dominant adoption of narrower conceptions of learning in professional organisations' frameworks ignores understandings about work and learning emerging from recent research in the field of workplace learning and focuses on a view that may privilege formal provision. The paper concludes with suggestions for future research directions in developing alternative continuing professional learning frameworks.
Reich, A, Rooney, DL, Gardner, A, Willey, K, Boud, D & Fitzgerald, T 2015, 'Engineers' professional learning: a practice-theory perspective', European Journal of Engineering Education, vol. 40, no. 4, pp. 366-379.View/Download from: Publisher's site
With the increasing challenges facing professional engineers working in more complex, global and interdisciplinary contexts, different approaches to understanding how engineers practice and learn are necessary. This paper draws on recent research in the social sciences from the field of workplace learning, to suggest that a practice-theory perspective on engineers' professional learning is fruitful. It shifts the focus from the attributes of the individual learner (knowledge, skills and attitudes) to the attributes of the practice (interactions, materiality, opportunities and challenges). Learning is thus more than the technical acquisition and transfer of knowledge, but a complex bundle of activities, that is, social, material, embodied and emerging. The paper is illustrated with examples from a research study of the learning of experienced engineers in the construction industry to demonstrate common practices – site walks and design review meetings – in which learning takes place.
Rooney, DL, Reich, AJ, Boud, DJ, Willey, K, Gardner, AP & Fitzgerald, T 2015, 'Reimagining site-walks: sites for rich learning', Australasian Journal of Engineering Education, vol. 20, no. 1, pp. 19-30.View/Download from: Publisher's site
This paper presents the preliminary results of a multi-phased qualitative investigation of continuing professional learning. The study focused on the identification of common engineering practices that contribute to learning. This paper examines a particular practice, that of the site-walk. It draws on practice theory, an emerging set of conceptual resources used in workplace learning research. Data was elicited via qualitative methods such as interviews, focus groups and site visits with experienced engineers employed in a large Australian engineering company. It was analysed using the lens of practice theory. The findings suggest that site-walks, while an everyday practice for engineers, are also highly learning-rich. This understanding has implications for continual professional learning, and for educators of novice engineers.
Rooney, D 2013, '43rd SCUTREA conference mobilities and transitions: Learning, institutions, global and social movements', Australian Journal of Adult Learning, vol. 53, no. 3, pp. 512-513.
Rooney, DL 2011, 'Centres 'Down Under': mapping Australia's neighbourhood centres and learning', Australian Journal of Adult Learning, vol. 51, no. 2, pp. 203-225.
The overarching aim of this paper is to 'talk up' learning in the Australian neighbourhood centre sector, realising this aim is premised on a need to understand neighbourhood centres themselves. Hence, the paper tentatively offers a mapping of the sector by first asking: 'What is a neighbourhood centre?'. Next, the paper provides an introductory scoping of learning in centres in an effort to invite further consideration. Two important conclusions are made. The first is that centres' capacity for continual re-shaping, while retaining some very particular values, marks them in ways that differ from organisations for which adult education is the primary purpose. The second is that the range of learning possibilities in centres is far-reaching, and makes significant and valuable contributions to individuals and communities, and ultimately to the Australian nation.
Noting the ever-increasing encroachment of discourses and practices from the private sector on public education providers, this paper argues that such organizations exist within competing sets of differences that seek to define and fix the meaning of 'education' and 'business'. We report on fieldwork conducted in an adult education college in Sydney. In the Australian context these colleges are referred to as community colleges and their history is one based in a strong liberal tradition. Utilising Judith Butler's idea of 'drag' we consider the effects of changing modes of governance in the college with specific reference to the stories told to us about it. Our discussion suggests that the organisation was caught between identifying itself with a masculinised discourse of business and a discourse of community cast as its feminised other. In navigating between these, the college was seen to perform as a 'drag king' an organisation performing the masculine but in so doing, undoing its gendered status. This leads us to suggest that the incorporation of business and market-based discourse into the management of community education is something that is actively resisted and undermined through such forms of gendered transgression. We conclude by proposing that this organization's capacity to perform drag is a contributing factor to its overall success, and particularly in an economic climate where many not-for-profit organisations are floundering.
The purpose of this paper is to examine the use of "learning" through what we have termed "integrated development practices". These are common organisational practices that both enhance organisational effectiveness and contribute to organisational and employee learning. Design/methodology/approach - The paper analyses the ways in which learning and being a learner were talked about and enacted with regard to one of the integrated development practices identified in a study of four different organisations - safety practices, and how learning and being a learner regarding safety were legitimate in one of the organisations. Data are drawn from semi-structured interviews with members of a variety of workgroups in one major division of the organisation. Findings - Interviewees' responses reflected that learning was fully embedded as an accepted part of a necessary function of the organisation. This use of a learning discourse is discussed in the light of findings from an earlier study on informal learning at work that suggested that learning and the identity of being a learner were sometimes resisted in the everyday culture of work.Originality/value - Using the theorisations of practice of Schatzki and the lifelong education framework of Delors the paper discusses the implications of these findings to examine when it is acceptable to articulate learning as part of work and be identified as a learner at work.
Boud, DJ, Rooney, DL & Solomon, N 2009, 'Talking up learning at work: cautionary tales in co-opting everyday learning', International Journal of Lifelong Education, vol. 28, no. 3, pp. 323-334.View/Download from: Publisher's site
Learning in workplaces is always mediated through talk. It is tempting for management to seek to utilise everyday talk as part of learning and therefore enhance productivity. This paper examines the responses of workers to interventions that aim to formalise informal conversations at work as part of an explicit workplace learning strategy. It draws on interviews with managers and workers in a public sector organisation to examine their experience of these practices. The paper raises questions about whether interventions in the name of fostering informal learning may well be hindering what they seek to promote.
Rooney, DL 2004, 'Cinderella has balls? Other sites for adult community education', Australian Journal of Adult Learning, vol. 44, no. 2, pp. 143-157.
Abrandt Dahlgren, M, Nordenström, E, Rooney, D & Rystedt, H 2019, 'Video as a Tool for Researching Simulation Practices' in Abrandt Dahlgren, M, Rystedt, H, Felländer-Tsai, L & Nyström, S (eds), Interprofessional Simulation in Health Care Materiality, Embodiment, Interaction, Springer, Cham, pp. 31-55.View/Download from: Publisher's site
This chapter provides examples of how arrangements for collection and analyses of video data were organized across different sites. The common approach to data collection builds on established methods for recording of audiovisual materials in the social sciences with a focus on interaction and learning. The chapter describes how arrangements for data collection across different sites were organised, and how video analysis can be used as a method for collaborative analysis of practices. One approach is entitled purposeful approach to collaborative data analysis. A second approach draws on video-based studies of situated action, and a third approach of analysis is the use of qualitatively different readings of the same data. One does not replace the other, but rather draws out different features.
Boud, D, Nyström, S, Abrandt Dahlgren, M, Dahlberg, J, Rooney, D, Kelly, M & O'Keeffe, D 2019, 'Observing Interprofessional Simulation' in Abrandt Dahlgren, M, Rystedt, H, Felländer-Tsai, L & Nyström, S (eds), Interprofessional Simulation in Health Care Materiality, Embodiment, Interaction, Springer, Cham, pp. 115-137.
This chapter has a particular focus on the observers' role in simulation-based learning activities. Simulation-based learning is often organised so that participants rotates between active participation in the scenario and participation as observers. The research examples provided show that the conditions for learning are related to the locations where and the ways the observers are situated, and to how the instructions to the observers are formulated. Arguments are put forward that the observers' role in simulation has unexploited potential for developing skills of noticing.
Boud, D & Rooney, D 2018, 'The potential and paradox of informal learning' in Informal Learning at Work: Triggers, Antecedents, and Consequences, Routledge, UK, pp. 134`-152.View/Download from: Publisher's site
Through reflection on a lengthy series of research studies of diverse workplace learning conducted in Australia over the past decade, this chapter seeks to position discussion of informal learning as part of everyday working life. It uses a practice theory perspective to show how learning can be understood as a key feature of working and how it is implicated in the normal ebb and flow of work practices. It elucidates some of the tensions that such a view generates and points to the paradox in how promoting informal learning can effectively inhibit it
Boud, D & Rooney, DL 2015, 'What can higher education learn from the workplace?' in Dailey-Herbert, A & Dennis, K (eds), Transformative perspectives and processes in higher education, Springer, Heidelberg, pp. 195-210.
Abstract: This chapter examines how insights from workplace learning research might be used to problematize some common understandings of higher education practice and lead to new ones. It begins by outlining features of the changing higher education context that have implications for how we might think differently about traditional higher education. Following this it contrasts practices in higher education with several themes drawn from two decades of workplace learning research (e.g. learning as embedded, situated; social, and formed through practice). It focuses on specific higher education practices (both existing and possible) that have potential to meet new and different learning needs of the changing student population. Implications centre around four ideas. The first is that being a 'learner' is not as powerful as being a producer. The second is that the tasks students engage in should not be seen as isolated from the broader context they will be entering on graduation. The third idea is that assessment needs to be appropriated by learners, and finally, students must more actively construct their own learning.
Rooney, DL, Willey, K, Gardner, AP, Boud, DJ, Reich, AJ & Fitzgerald, T 2015, 'Engineers' professional learning: through the lens of practice' in Williams, B, Figeiredo, J & Trevelyan, J (eds), Engineering practice in a global context: understanding the technical and the social, CRC Press, Leiden, The Netherlands, pp. 265-280.
Chappell, C, Scheeres, H, Solomon, N, Boud, D & Rooney, DL 2009, 'Working out work: Integrated development practices in organisations' in Field, J, Gallacher, J & Ingram, R (eds), Researching Transitions in Lifelong Learning, Routledge, London, pp. 175-188.
Each person must expect and make ready for transitions, engaging in learning as a fundamental strategy for handling change. This is where lifelong learning steps in.
Chappell, CS, Scheeres, HB, Boud, DJ & Rooney, DL 2009, 'Working out work: integrated development practices in organizations' in Field, J, Gallacher, J & Ingram, R (eds), Researching transitions in lifelong learning, Routledge, Abingdon, UK, pp. 175-188.
Rooney, DL 2019, 'Site of the 'slash': in-between learning spaces as a fruitful focus for further research', 11th International Conference on Research Work & Learning, Giessen, Germany.
Rooney, DL, Boud, DJ, Reich, AJ, Willey, K, Fitzgerald, T & Gardner, AP 2012, 'Using practice theory to investigate professional engineers' workplace learning', Frontiers in Education Conference, IEEE Frontiers in Education Conference, IEEE, Oklahoma City, Seattle, pp. 1031-1036.View/Download from: Publisher's site
This paper reports on the first phase of an Australian inter-disciplinary partnership study concerned with professional learning of experienced engineers. It is a theoretically motivated, qualitative paper that aims to produce detailed descriptions of professional learning that arise within professional engineering work. The paper uses practice theory to conceptualise professional learning. By using `practices as the units of analysis, professional learning is understood as an integral part of everyday work practices that is embodied, relational and material rather than an individual attribute. The paper concludes by suggesting that practice theory may provide organisations with an alternative perspective of workplace learning, inviting them to reconsider how professional learning is acknowledged, rewarded and fostered in organisations
Rooney, DL, Reich, AJ, Willey, K, Gardner, AP & Boud, DJ 2012, 'Site walks as a learning practice for professional engineers', Proceedings of the 23rd Annual Conference for the Australasian Association for Engineering Education - The Profession of Engineering Education: Advancing Teaching, Research and Careers, AAEE - Annual Conference of Australasian Association for Engineering Education, Swinburne University of Technology, Melbourne, Victoria, pp. 1-9.
It is well recognised that changes in the contemporary world demand that professionals continuously learn. Often this continual professional learning takes the shape of formal courses, seminars and other obviously educational events. The starting point of this paper is an acknowledgement that people also learn in the day-to-day practices that constitute their work. Work can be understood as a bundle of practices that are typically shared by most people employed in that profession. For engineers, and experienced engineers in particular, an example might be attending design review meetings, toolbox talks and or carrying out site walks. In this paper we posit that these practices afford important opportunities for professional learning.
Rooney, DL & Boud, DJ 2011, 'Learning generated through challenge and change in organisations', Proceedings, 7th International Conference on Researching Work and Learning, East China Normal University, Shanghai, China,.
Rooney, DL & Clarke, M 2011, 'About place: Australia's neighbourhood centres and learning', Proceedings, Adult Learning Australia, Melbourne, Victoria.
Boud, DJ & Rooney, DL 2010, 'The role of adult educators: more than the grin on the Cheshire Cat?', 40th Annual SCUTREA Conference, Annual SCUTREA Conference, 6-8 July 2010, University of Warwick, Coventry, University of Warwick, University of Warwick, Coventry, pp. 1-7.
The point we explore in this paper, is how can we conceptualise our role in adult education when =the field` itself is so diverse? Moreover, it is =curious and curiouser to think about our role in =the field` before we can actually articulate what the field is? Is it like the grin on Lewis Carroll`s Cheshire cat, or do we still have a tangible practice to pursue?
Rooney, DL 2010, 'Centres "Down Under": mapping Australia's neighbourhood centres', 40th Annual SCUTREA Conference, SCUTREA Conference, University of Warwick, University of Warwick, Coventry, pp. 1-8.
This paper represents a first phase of an early career research project that is exploring the scope and nature of learning in neighbourhood centres across Australia. It takes as given that learning happens beyond educational institutions. A second phase will look more exclusively at learning in these sites, in order to conceptualise features and identify innovative and/or interesting practices. However, before that work can begin, it is first necessary to map the sector. This deceivingly simple task is the focus of this paper.
Rooney, DL 2010, 'Centres Down Under', The Settlement Summit: Inclusion, Innovation, Impact, New York.
Rooney, DL 2009, 'Has the time come to count what counts?', 39th Annual SCUTREA Conference, Standing Conference on University Teaching and Research in the Education of Adults, SCUTREA, Cambridge, pp. 380-387.
Like so many other western countries, increasing productivity and participation are central drivers of national reforms in Australia. Set against stories of a future of doom and gloom (led by an aging society) interventions are imagined that target education, training and work (National Reform Initiative Working Group, 2005). Few of these interventions are imagined without the support of some sort of research to frame the `problems, as well as the `solutions. What this means then is that research in adult education, training and work will continue to be in demand, at least for the foreseeable future. Moreover, with economic downturn on the horizon, along with likely rises in unemployment, demands for further research in adult education, training and work are not likely to diminish any time soon. In short, adult education researchers have responsibility to produce `really useful research that can work to shape these current, and future, interventions.
Rooney, DL & Boud, DJ 2009, 'No name, no value: acknowledging the neglected others in lifelong learning in the workplace', Proceedings of 5th International Conference, Lifelong Learning Revisited, Centre for Research in Lifelong Learning, University of Stirling, United Kingdom, pp. 1-6.
Opportunities for expanding what is known about workplace learning can be missed when the focus of research remains on learners alone. Rather, accounts of learning at work need to acknowledge not only those who learn but who else may be implicated. Such accounts would require a wider lens that notices the work practices and relationships that contribute to learning, and in particular those involving the counterparties to those learning. We cannot talk about learning practices without also naming those who enact the practices. Hence, in this paper we intend `talking up the role of these others, or as others suggest `word (Richardson, 1994: 923) the practices of learning at work and those enacting them into existence. To do this requires looking beyond (or perhaps more accurately, amongst) the learners, as well as toward the workplace relationships and practices that provide opportunities for learning.
Rooney, DL & Boud, DJ 2008, 'Lifelong teaching: should 'the teacher' scare adult educators?', Proceedings of the 36th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), SCUTREA 2008 38th Annual Connference: Whither adult education in the learning paradigm?, The University Copy Shop, University of Edinburgh, University of Edinburgh, pp. 460-467.
Rooney, DL & Scheeres, HB 2008, 'An enterprising phoenix: learning through challenge and excitement in times of change', International Conference on Organizational Learning, Knowledge and capabilities, Danish School of Education, University of Aarhus, Copenhagen, Denmark.
Solomon, N, Rooney, DL & Boud, DJ 2008, 'Talking up talk at work', SCUTREA 2008 Proceedings, SCUTREA 2008 38th Annual Connference: Whither adult education in the learning paradigm?, The Edinburgh Copy Shop, University of Edinburgh, University of Edinburgh, pp. 476-483.
In tune with lifelong learning discourses, adult learning is now understood to be anywhere and everywhere in classrooms, in workplaces, in community settings and indeed in everyday life. This distribution of learning sites is accompanied by changing understandings of the relationship of formal and informal learning and of the role of adult education and adult educators. These changes in turn are reshaping learning theories and practices together with redirecting the research focus of adult educators. We suggest that this redirection can be a useful one. By researching learning across contexts, researchers are better able to engage with various kinds of pedagogic practices and therefore can contribute better to the debates and critiques of the changing relationship between education, training and learning.
Chappell, CS, Boud, DJ, Scheeres, HB & Rooney, DL 2007, 'Working Out work: Integrated Development Practices in Organisations', The times they are a-changin' researching transitions in lifelong learning, The times they are a-changin' researching transitions in lifelong learning, CRLL, Centre for Research in Lifelong Learning University of Stirling Scotland, pp. 1-7.
The paper reports on the initial findings of the ARC project Beyond Training & Learning Integrated Development Projects in Organisations
Price, O, Rooney, DL, Scheeres, HB & Boud, DJ 2007, 'That's (not) my job: inventing and developing work practices in an adult education organisation', Proceedings of 37th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), SCUTREA, Belfast, Northern Ireland, pp. 388-395.
This paper draws empirical data to explore how workers in one organization are 'inventing' and continue to develop what constitutes their work, ie making up their jobs. Doing so troubles accounts of common work-practices that pre-suppose stable organizational contexts, pre-designed jobs and agent- less workers.
Rooney, DL 2007, 'Bridges: linking the work of NSW neighbourhood centres to education', Proceedings of the 37th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), SCUTREA, SCUTREA, School of Education, The Queen's University of Belfast, Northern Ireland, pp. 372-379.
Rooney, DL & Morris, R 2007, 'Building communities, bridging communitites: adult learning, social capital and neighbourhood centres', Proceedings, Midwest research to Practice Conference for Adult, Continuing, Community, and Extension Education: Building communities with sustainability and social capital, Ball State University, Muncie, Indiana, USA, pp. 1-6.
Rooney, DL, Rhodes, CH & Boud, DJ 2007, 'Performing organization: an adult education college as drag king', Proceedings of the 37th Annual Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), SCUTREA, SCUTREA, Belfast, Northern Ireland, pp. 380-387.
Rooney, DL 2006, 'Cat's cradle: a promising (pagan) research game', Proceedings of the 36th Annual standing Conference on University Teaching and Research in the Education of Adults (SCUTREA), Inter-Cultural Perspectives on research into adult learning: a global dialogue, SCUTREA, Leeds UK, pp. 336-342.
Rooney, DL & Boud, DJ 2006, 'Just another meeting: exploring inter/alia cultural tensions of researching everyday learning at work', Proceedings of the 36th Annual Conference on University Teaching and Research in the Education of Adults (SCUTREA), Inter-Cultural perspectives on research into adult learning: a global dialogue, SCUTREA, Leeds, UK, pp. 343-349.
Leontios, M, Rooney, DL, Boud, DJ & Harman, K 2003, 'Everyday learning at work: communities of practice in TAFE', The changing face of VET, The changing face of VET, AVETRA, Australian Technology Park, Sydney, Australia, pp. 1-7.
Rooney, DL 2003, 'Negotiating the text: learning at work', Proceedings of 3rd International Conference on Rsearching Work and Learning, 3rd International Conference on Rsearching Work and Learning, University of Tampere, Tampere, Finalnd, pp. 213-221.
Solomon, N, Boud, DJ & Rooney, DL 2003, 'Room to move: spaces for learning', 11th Annual International Conference of Post-Compulsory Education and Training, 11th Annual International Conference of Post-Compulsory Education and Training, Queensland University, Gold Coast, Queensland.