The Use of On-line Collaborative Learning to Facilitate Learning,

Development and Professional Identify Transformation of Careers

and Employment Practitioners

Alan Brown and Jenny Bimrose

Institute for Employment Research, University of Warwick, Coventry, England

Keywords: Collaborative Learning, Identity Development, Career Guidance.

Abstract: This paper draws upon work from a European research project, EmployID, in order to provide an overarching

view of how to use on-line collaborative learning to facilitate learning, development and professional identify

transformation of careers and employment practitioners. The methodology comprised participatory design, so

that learning support could be developed that met the particular needs of the practitioners. IT applications

were developed to support practitioners with on-line reflection, coaching and the use of labour market

information (LMI) in their practice. In the UK Public Employment Service (DWP) two blended learning

programmes were developed to support identity transformation for employer advisers and work coaches,

while subsequently a MOOC was developed to support the continuing professional development of careers

and employment practitioners more generally. Employer engagement and coaching staff took forward the

development and adaptation of an LMI on-line tool demonstrated in the learning programmes. The learning

and development staff used the ideas and skills developed in the blended learning programmes to feed into

DWP’s on-line learning support. The International MOOC was successful in facilitating a dialogue about the

implications of the changing world of work for the professional identities of careers and employment

practitioners in Europe.

1 INTRODUCTION

In response to a changing labour market, the

European Public Employment Service (PES)

Network produced a strategy for PES for 2020 (EU

PES Network 2017). The strategy, first published in

2011, outlined some necessary changes to the roles of

careers and employment practitioners, who are

required increasingly to enable transitions from and

within work not just help clients into work. They are

also expected to shift from the traditional role of job

matching to a relationship with clients that consists of

facilitating, coaching and conducting (EU PES

Network 2017, p. 4). Supporting the professional

identity transformation of careers and employment

practitioners is a key objective of a four year (2014 –

2018) research project, EmployID, funded by the

European Commission as part of the FP7 ICT work

programme. General progress on the first three years

of research was reported to the Commission in the

EmployID progress report (EmployID, 2017). This

paper, however, draws upon work in Year 4 (from

February 2017) and consolidates earlier work in

providing an overarching view of how to use on-line

collaborative learning to facilitate learning,

development and professional identify

transformation. The success in facilitating identity

transformation for careers and employment

practitioners is what makes this of interest to a wider

community as it extends the reach and depth of

computer supported education. The focus of

professional learning and development was ‘deep

learning’, and a shift away from just training skills,

towards facilitating the transformation of the

professional identity of practitioners, both

individually and collectively.

2 OBJECTIVES

Supporting the professional identity transformation

of careers and employment practitioners in order to

enable them to meet the challenges of their evolving

roles was the key aim of the EmployID project. The

Brown, A. and Bimrose, J.

The Use of On-line Collaborative Learning to Facilitate Learning, Development and Professional Identify Transformation of Careers and Employment Practitioners.

DOI: 10.5220/0006666703530360

In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 353-360

ISBN: 978-989-758-291-2

353

support was focused mainly in the context of PES but

in the latter stages of the project was extended to a

wider range of careers professionals across Europe

and internationally, with the intention to investigate

how technology-enhanced learning (TEL)

approaches could facilitate identity transformation

for careers and employment practitioners more

generally. The TEL approaches included the use of

blended learning programmes for PES in the first

three years of the project (EmployID, 2017). In Year

4 a Massive Open Online Course (MOOC) aimed at

careers and employment practitioners more generally

was developed which also incorporated the use of on-

line labour market information tools as well as

support for reflection and peer coaching.

3 METHODOLOGY

The methodology comprised participatory design, so

that learning support (both online and face-to-face)

could be developed that met the particular needs and

requirements of careers and employment

practitioners. As part of the training support, IT

applications were developed to support practitioners

with on-line reflection, peer coaching and the use of

labour market information (LMI) in their practice. In

the UK PES (DWP) the first blended learning

programme was developed to support identity

transformation for employer advisers, whose

principal duties were to offer support to employers,

while the second programme focused upon

supporting identity transformation of work coaches,

who worked mainly with job seekers or employed

claimants (EmployID, 2017). A MOOC was also

developed to support the continuing professional

development of careers and employment practitioners

more generally across Europe and internationally.

The participatory design which included over

thirty meetings with staff from a wide variety of roles

and hierarchical levels produced a focus upon five

themes. Design and implementation groups

comprising practitioners, specialist staff (with

expertise in LMI and coaching support), learning and

development staff and members of the research team

then co-constructed blended learning materials for

delivery within DWP. These materials also formed

the basis of the MOOC and informed the design of the

LMI on-line tool.

The first theme was ‘cultural change within PES’.

The focus on the cultural changes taking place within

PES starting with a look at the 2020 vision and the

technological changes that are supporting this vision.

The implications of these changes for coaching and

support roles were also addressed. The second theme

focused upon the ‘challenges of going digital’,

examining how digital technology is impacting the

coaching role. It will give you a glimpse into the

digital future of the Work Coach role as we move

towards making our 2020 vision a reality. The third

theme related directly to ‘the coaching role’, giving

coaches the opportunity to reflect upon their role as a

coach, the expertise demonstrated in the role and how

to support clients to take greater personal

responsibility for their work search and in-work

personal development. The fourth theme was ‘Labour

Market Information (LMI) and Sectoral Knowledge’,

involving a series of activities to help participants

understand how new forms of representing LMI and

Sectoral Knowledge, including an LMI app, could be

used in practice. The fifth theme was ‘reflection’ and

on all themes there were opportunities for participants

to take part in activities and discussions related to

their practice.

The approach to data analysis of the qualitative

comments generated in the blended learning

programmes entailed coding based on a scheme

developed by Murphy (2004) and extended by

Rodrigue et al. (2012) for online asynchronous

discussions. After four coders tested the original

scheme on a restricted set of comments, it was

slightly adapted to fit the research goals and put a

stronger focus on facilitation, social presence and

workplace application. Each topic/week was coded

by two independent coders. The units of analysis were

chosen thematically (Rourke, Anderson, Garrison, &

Archer, 2001). The exact beginning and ending of

each idea within the comments was marked and

assigned a code using the MAXQDA software tool.

Coders went through two rounds of coding. Any

disagreements were resolved through discussion.

4 RESULTS

The focus of the project had initially been upon the

exploration of the nature and extent of the

professional identity formation of different staff

groups within the PES partners. An initial phase of

familiarisation involved the systematic analysis of the

learning needs required to support the successful

professional identity transformation of PES work

coaches and counsellors, managers, employer

advisers and learning and development staff. The

learning needs analysis identified for the practitioners

included support for the management of cultural

change; the challenges of going digital; coaching

support; the use of reflection and LMI to support

CSEDU 2018 - 10th International Conference on Computer Supported Education

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practice. Subsequently, close collaboration identified

specific requirements that reflect the operational

contexts of different PES organisations located in

different social and economic contexts. The project

team involved senior managers as well as

practitioners, to ensure sustainable development

(EmployID, 2017).

4.1 Blended Learning Programmes

The DWP is the biggest public service delivery

department in the UK, responsible for welfare,

employment and pension policy, employing

approximately 20,000 guidance practitioners and

about 1,500 employer engagement staff, specialising

in work with employers. The first blended learning

programme for DWP was co-constructed by

EmployID project staff (with domain expertise and

experience of delivery of successful blended learning

programmes to support the continuing professional

development of careers practitioners) and members of

DWP’s learning and development team and their

national and regional employer support teams.

The programme was delivered to 15 employer

advisers in a single DWP region. The programme was

intended to support the ‘turn’ towards regarding

employers much more centrally as clients in

recognition of the need for DWP to support the

effective functioning of local and regional labour

markets. The content focused upon helping employer

advisers to improve their understanding of Local

Labour Market (LMI) and Sectoral Knowledge. The

content was delivered via the FutureLearn platform

and supported through a mix of face-to-face

meetings, audio-conferences and individual and

group activities, including use of an on-line LMI tool.

The on-line content was scheduled to take involved to

take 22.5 hours over 6 weeks from February – March

2015. In practice, the employer advisers spent much

longer engaged in programme activities which led to

very rich on-line discussions and the development of

a range of procedures and activities to enrich their

additional responsibilities as employer advisers.

A detailed evaluation report based mainly on

Kirkpatrick’s level 1-3 evaluation questionnaires

(Kirkpatrick, 1998) was produced (EmployID, 2017),

which showed that the programme had been highly

successful and qualitative evidence highlighted how

staff involved in the programme now perceived their

work identities in a more expansive way. Learning

and development staff were enthused with the

possibilities of making greater use of on-line

collaborative learning, while employer engagement

staff at local, regional and national levels now

embraced the possibility of using open and linked

LMI data in a much more dynamic way which

transformed how they viewed their role and how they

related to others both within and outside the

organisation. The open and linked data drew upon the

data from the Labour Force Survey; the Annual

Survey of Hours and Earnings; the Employer Skills

Survey; Working Futures; and also included vacancy

data from Universal JobMatch, coupled with data on

skills, interests and abilities from the US O*NET

database. The data available was organised around

the Standard Occupational Classification and the

quality, comprehensiveness and timeliness of the data

enabled the employer advisers to present a much

fuller picture of local and regional labour markets to

employers as well as conveying a more professional

image based upon their expertise to employers and

work coaches more generally.

Following the success of the first blended learning

programme early in 2015 within DWP, it was decided

to run a second programme, but this time without the

face-to-face component. The participants were work

coaches from two different DWP regions who

volunteered to take part in the programme following

local area briefings and an audio conference with the

course team. The online learning programme was

similar to a MOOC, as it was delivered on the

FutureLearn platform, although the programme was

neither massive nor open. The programme was again

co-constructed, although this time DWP’s learning

and development team took a more central role in line

with their developing expertise from the first

programme. The course team also included

EmployID project team members, area managers and

work coaches. The programme was delivered at the

end of 2015 and start of 2016. 74 work coaches

initially enrolled but in the event only 62 actively

participated.

The programme was aimed at supporting DWP

Work Coaches in managing challenges in their

working life as well as providing them with relevant

material linked to the digital agenda and use of labour

market information together with insights into

coaching processes. The material covered during the

six course weeks included: 1) cultural changes within

DWP, 2) impact of going digital, 3) enhanced

coaching (two weeks), 4) labour market information

(LMI) for Work Coaches, 5) reflection on experience

and learning. The role of work coaches was being

transformed by the need to support clients in work not

just get job seekers into work. This meant that both

coaching skills and the use of LMI were becoming

more central to how they performed their role.

The Use of On-line Collaborative Learning to Facilitate Learning, Development and Professional Identify Transformation of Careers and

Employment Practitioners

355

The second blended learning programme yielded

rich qualitative and quantitative data on facilitation

activities in the online course. Further trials of the

LMI on-line tool were incorporated in the

programme. Another detailed evaluation report was

produced (EmployID, 2017). The analysis of over

1000 comments, shared in the blended learning

programme, mirrored the pyramidic shape of

Murphy’s (2004) on-line collaboration model with

lower level engagements forming a broad base. That

is, the largest share (almost a third) of statements

expressed social presence. Collaborative processes

requiring high levels of involvement in critical

reflection and the co-construction of new mental

models were less frequent than individual expressions

of opinions, both with and without reference to

others. Apart from advanced collaboration, the

analysis investigated whether learners intended to

apply the newly gained knowledge in their working

practice or reported back about its actual application.

This process represented 5% of all comments,

demonstrating the intention to incorporate what had

been learned into their everyday working processes

(EmployID, 2017).

The evaluation team provided insights into the

learning patterns of the online learners, conducted

semi-structured interviews with line managers and

learning and development staff responsible for design

and delivery of the programme. The interviews were

conducted 4-6 months after the course finished in

order to gain some insights into long-term learning

outcomes, the applicability of the learning and

transfer of knowledge within the organization.

Once again, the evaluation results were very

positive, with critical feedback mainly relating to

some IT infrastructure problems when accessing

course material. The collaborative learning

experience and the programme content were

perceived as very useful. Qualitative evidence

highlighted how the learning and development staff

had been able to apply their growing expertise in on-

line programme delivery including making use of on-

line collaborative learning in the second programme.

Subsequently, they made plans to include these

approaches in the full range of their internal staff

development programmes. The practical constraints

of their work meant that the programme did not by

itself lead to identity transformation for the work

coaches. What it did, however, was to support the

identity transformation which was already underway

with the redesign of key work activities and

processes. The programme was successful in helping

work coaches realise the ‘turn’ towards coaching and

greater use of LMI in their everyday practice. In

particular, as with the employer advisers, they

welcomed the possibility of using open and linked

LMI data in a much more dynamic way which could

help transform how they viewed their role and how

they related to clients.

4.2 Effects of Identity Development

The blended learning programme evaluations

highlighted evidence of individual development, such

as increased digital capabilities, deeper understanding

of coaching processes and how to use LMI in

practice, and transformed attitudes to learning which

amounted to a changed culture supportive of

resourceful learners. Learners had actively engaged in

experience exchange and collaborative discussion

during the course, and this carried over to their

subsequent work activities, as there was a statistically

significant rise of collaborative reflection activities –

compared before and after the course - on the level of

“asking colleagues for support”, “actively reading

colleagues’ and clients’ comments” and “supporting

colleagues in finding solutions via the new skill of

strong questioning” (EmployID, 2017).

The collaborative learning activities around the

changing world of work also significantly changed

the learners’ experience of collaborative learning.

Participants agreed to a much stronger extent that the

discussions with colleagues helped them to solve

problems, reflect about their own learning,

understand their role in the organisation and how to

reach organisational and individual goals. All these

improvements are important indications of

resourceful learners. As learning in communities is an

important aspect of professional identity

transformation, we can see that the programmes

supported professional development processes on

several levels (EmployID, 2017).

Effects of the blended learning programmes could

be observed on the level of individual development,

collaborative learning and client/customer

satisfaction. Looking at the level of internal processes

rich feedback was collected on how to utilise

collaborative learning within on-line learning

provision within DWP. The positive learning effects

triggered by the collaborative learning approach

implemented in DWP have also been recognised at

higher management level and the project has clearly

influenced the approach towards how learning will be

implemented in DWP according to information

obtained by core staff members. The blended learning

programmes taken together provided strong evidence

of professional identity transformation for three

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groups in DWP: work coaches, employer engagement

staff, and learning and development staff.

4.3 International MOOC on the

Changing World of Work

Once the work with DWP on identity transformation

through development and delivery of blended

learning programmes was completed, the EmployID

project team decided to adapt what was learned

through these processes by offering a generic MOOC

which was open to everyone with an interest in the

consequences for identity development of guidance,

coaching and counselling staff of the changing world

of work. This MOOC was delivered in March – June

2017 and attracted over 400 careers practitioners from

across Europe and internationally.

The five week international MOOC on the

Changing World of Work started in March 2017.

Similar to previous MOOCs a core didactical element

was active learner engagement via discussions and

reflection activities. Whilst each participant worked

through the lessons as an individual learner, the

underlying ethos of the course was one of active

learning in a professional context. The content of each

week was based around the following topics:

Introduction to the changing world of work;

Coaching; Going Digital; Labour Market Information

(LMI) and Sectoral Knowledge; and Reflection and

Evaluation. The course was very successful with high

learner participation and more detailed analysis will

be presented at the conference itself. Below we give

a flavour of the quality of the contributions and the

richness of the discussions.

The first contribution illustrates how a participant

establishes social presence, links to the opinions of

others, outlines their own contribution and relates this

to how it relates to current and possibly future

coaching practice:

Coach 1: Hi everyone, I'm ….. and have recently

returned to ….. to set up as a self-employed Careers

Coach following working as a Careers Adviser at

…….. I agree with others that the world of work is

changing rapidly, and particularly here an important

aspect is supporting and educating people with

regards to these changes and how to remain resilient

and employable. The main job sectors have changed

over the past 10 years and this is combined with

limited job opportunities in terms of sectors and roles

available. As such, a key challenge is raising

awareness of the labour market and helping

individuals to identify and market their employability

skills accordingly.

The next two contributions highlight a concern

expressed by a number of participants that their

community of practice was fracturing and how they

felt an increasing sense of isolation. A participant

expresses her concerns and a facilitator makes links

with the contributions of others:

Coach 2: I share the feeling of growing distance

totally. Most of my colleagues are situated all over

Finland in different cities and we communicate using

Skype. It's easy to reach people around the country

but on the other hand, we almost never see face-to-

face because Skype is cheaper. The same goes for my

students. Even the colleagues in the same city work

from home for a few days every week so often it's

pretty lonely at the office.

Facilitator 1: I wonder whether that relative

isolation means that staff feel a much stronger sense

of occupational community than organisational

commitment. Other contributors were wondering

whether such isolation also accounts for growing

attachments to networks from when people were

students and did feel they had a clear sense of

identity.

Another exchange involving three coaches and

two facilitators highlights the pervasiveness of

feelings that it was unclear how best to respond to

changes in the world of work and in their own

practice:

Coach 3: Hi, I am ……. from Croatia. I work in

Public Employment Service. In my opinion PES must

become more flexible, open and market-oriented.

That requires a mental shift equally among PES

managers and workers. Some changes have begun

with establishing department for employers, so we

can dedicate more on employers’ needs. But changes

are very slow and we need more education for people

on the field working with employers. Moreover, we

don’t have a consensus on a national level about

education system, labour market, demography,

quotas for imports manpower, etc., so the changes

govern us instead of the other way around.

Facilitator 1: Hi …… yes the policy context can

structure the directions in which the work of PES

goes. It is noteworthy that some PES are engaging

more with employers at the same time as other PES

are reducing their contact.

Facilitator 2: We were in Zagreb just last week,

….., talking with some PES practitioners and like all

PES organisations, it does seem that you are heavily

constrained by policy and resource availability.

European policy requirements on PES organisations

are great - perhaps particularly in the current climate

of economic volatility. But establishing a department

for employers is quite a breakthrough. Lack of

The Use of On-line Collaborative Learning to Facilitate Learning, Development and Professional Identify Transformation of Careers and

Employment Practitioners

357

consensus on fundamentally key policy issues is

another common thread to PES' experiences.

Priorities typically shift as governments change. So

professionals being agile/adaptable to rapid change

seems to emerge as crucial, from what you're saying.

Coach 4: Hello from Croatia! After this first

lesson, all I am thinking about is how fast can we

respond to the changes occurring in our labour

market. I just realized that we are at the point where

we have to react and anticipate (to be reactive and

proactive) at the same time in order to solve current

problems and prevent possible future ones. And what

I am happy and enthusiastic about is that we are

doing so right now and I am a part of that! What I

am facing in my everyday work are people

(unemployed, employed, employers, colleagues....)

not willing to take responsibility for themselves, but

shifting it to others. This is problem I am focused on

when interacting, trying to give some ideas for a

crucial mind-set change in a way what can you do

about it instead of what should be done by others.

Looking forward to coaching & peer coaching!

Facilitator 1: Hi ……………. - I really like the idea

of needing to be reactive and proactive at the same

time. Mind-set is also crucial as you say and the

ability to switch perspective between what can I do

now to make myself effective in current education,

training and employment settings and also consider

what skills, values, attitudes and behaviours will

serve me well in future.

The final exemplary contribution sets out a

paradoxical situation in practice, outlines their

response to it and subsequently shares the approach

adopted with other coaches who expressed interest:

Hello, greetings from Slovakia. I work for our PES

and I am responsible for guidance and counselling

services. In Slovakia we are facing a paradox: a high

rate of long term unemployment and a severe lack of

workforce. Our most difficult target group - long term

unemployed, often from marginalized rural areas -

often have a very low level of basic skills and can be

confronted with difficult economic and social

situation. In fact, in many cases finding a job is their

smallest problem. In these cases the pathway towards

and employment is very long. We developed an

experimental ""employability factors"" framework,

that covers identity, motivations, self-knowledge,

social and networking skills etc. We try to use this

framework to help these people develop skills,

attitudes and behaviours that can help them move on

their path towards employment, but also in their life.

Tough job! But the focus with this target group should

be on long-term investment in improving their human

capital, because they are so far from the labour

market...

The above exchanges were drawn from the

discussions linked to the topic of the ‘changing world

of work’ and illustrate the quality of the contributions

from the participants. The volume of such

contributions was also impressive as participants

embraced the idea of creating a community of

learners focused upon not just understanding but also

discussing possible responses in their practice to a

changing world of work.

5 CONCLUDING DISCUSSION

Online asynchronous discussions (OADs) are a major

part of CSCL (Cheng et al., 2014) which can foster

feeling embedded in a community of learners

(Mäkitalo, Häkkinen, Leinonen, & Järvelä, 2002).

The on-line collaborative activities of EmployID

achieved this and also promoted critical thinking

(Koops, Van der Vleuten, De Leng, Houterman, &

Snoeckx, 2014).

However, just offering the opportunity to share

experiences around specific topics does not

automatically result in participation, interaction, and

the critical reflection required for more substantive

learning (Murphy, 2004; Milligan & Littlejohn,

2014). Facilitation, social presence and critical

inquiry are all needed for the mediation and active

support of knowledge construction processes

(Garrison, 2007). The on-line collaborative activities

of EmployID paid attention to these processes which

were successfully applied in workplace settings.

Several models of learning and collaboration in

OADs have been evaluated (Garrison, Anderson, &

Archer, 2000; Murphy, 2004; Salmon, 2013) and the

results are not necessarily directly applicable to

workplace CSCL (Daneshgar, Van Toorn, & Chan,

2008).

The long-term vision of the project was that users

would take ownership of the ideas, processes and

tools of the project so that they would continue to use

and adapt them after the lifetime of the project. Hence

the intention of the work on the first blended learning

programme was to work with DWP employer

engagement staff and learning and development staff

and co-create material and to work together in

facilitation of learning and development in the

delivery of the programme, such that ideas about

employer engagement and use of LMI to support staff

and clients would be owned by employer engagement

staff and used in their work with both employers and

work coaches. In this, the management of change

CSEDU 2018 - 10th International Conference on Computer Supported Education

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strategy was successful and employer engagement

staff took forward the development and adaptation of

the LMI on-line tool. The learning and development

staff used the ideas and skills developed in the first

blended learning programme to feed into both the

second programme and the use for learning and

development of DWP’s on-line learning support.

The ideas underpinning the second blended

learning platform was to work with DWP work

coaches and learning and development staff such that

ideas developed in the programme would be owned

by the work coaches and used in their work

(evaluation again showed this was largely achieved).

Again the management of change strategy was

successful and learning and development staff further

developed their skills in the second blended learning

programme to feed into development and use of

DWP’s own on-line provision to support learning and

development. For each of the three groups (work

coaches; learning and development staff; and

employer engagement staff) there was evidence of

identity development as their work roles and

identities evolved.

The LMI on-line tool which was trialled within

the blended learning programmes was subsequently

evaluated with a further 150 work coaches and then

in 2017 the tool was rolled out nationally to 16,000

staff. The use of open and linked LMI data in a more

dynamic way had already transformed the way

employer advisers viewed their role and promised

similar benefits for work coaches in their dealings

with clients. The International MOOC was successful

in facilitating a dialogue about the implications of the

changing world of work for the professional identities

of careers and employment practitioners in Europe.

The success of the project has also attracted wider

international attention. The EmployID project team

are also working with the PES Network of all

European PES to extend this approach more widely

across Europe. The Inter-American Development

Bank has expressed interest in adapting our MOOC

for delivery in Spanish as a means of enriching their

technical support networks to Employment Services

in Latin America and the Caribbean. Million Lights,

an established service provider of online learning,

wish to adapt the MOOC for delivery to careers

practitioners in India. Overall, a positive outcome has

been achieved, including supporting PES in the

management of change. As well as demonstrable

impact in supporting the development careers and

employment guidance practice, the project also

demonstrated that on-line collaborative learning can

be used to facilitate the learning, development and

professional identify transformation of careers and

employment practitioners.

ACKNOWLEDGEMENTS

This work is part of the EmployID project, funded

from the EU’s Seventh Framework ICT Programme

under grant agreement no. 619619.

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