Learn and Earn Models:
Integrating Schooling and
Workplace Learning to
Promote Career Readiness
Michelle Van Noy
Rutgers, The State University of New Jersey
Alternative Accountability Policy Forum
San Diego, CA
November 16, 2015
Marcy Drummond
ACT Foundation
What is Learning?
Caricature: learning in a classroom in a school leading to a
credential
Source: http://cstaab.com/wp-content/uploads/flipped-classroom_sage_on_stage_guide_on_side.jpg
Need to Re-conceptualize Learning
Idea that learning happens all the time everywhere
Increasing importance of lifelong learning
A wide range of learning occurs outside of formal learning
Everyday
Workplace
Learning
Organized
Experiential
Learning
Formal
Learning
Moving Beyond Formal Learning
Formal
Informal
• Location: school
vs.
• Process: instructor-led
vs.
learner-led
• Content: organized
curriculum
vs.
contextual
• Purpose: intentional
vs.
incidental
school, work,
home, community
Continuum of Learning
Formal
learning
Organized
informal
learning
Everyday informal learning
Self-directed
learning
Work,
community,
home
Incidental
learning
Work,
community,
home
Tacit learning/
socialization
Work,
community,
home
Location
School
School, work,
or community
Process
Instructor-led
Instructor-led
Learner-led
Contextual
Contextual
Content
Organized
curriculum
Organized
curriculum
Learner
organized
Spontaneous
based on need
Social norms
and practices
Intentionally
sought
Not
intentionally
sought, but
aware after
Not
intentionally
sought, not
aware after
Purpose
Intentionally
sought
Intentionally
sought
How Does Learning Occur
Formal Learning
Organized Informal Learning
Everyday Informal Learning
Experiential and relational
learning
Experiential and relational
learning
Experiential and relational
learning
Classroom-based learning
Classroom-based
learning
Experiential Learning: Learning by Doing
Learners must be proficient
in bridging the gap between
theory and practice
Effective work-based
learning will incorporate
multiple modes of learning
(such as experiences,
social interactions,
reflection, etc.)
Kolb’s Cycle of Experiential
Learning (Kolb, 1984)
Relational Learning: Learning from Others
Types of Relational
Learning:
Mentoring, Peer-to-Peer
Learning, Coaching,
Communities of Practice
Benefits: workers gain the
knowledge they think is
relevant, while
organizations benefit from
the worker’s greater
connection to the
profession and often
employer
Source:
http://caeacommcon.ning.com/group/intenti
onal-mentoring-advising-and-informal-learni
The Role of Technology: Mediating Learning
E-Learning
online learning, computer-based learning
MOOCs
Gaming and Simulations
Mobile Learning
Benefits
Challenges
• Increased access to content
• Learning is not bounded by time or
place (Flexibility)
• Anonymity frees learner to express
lack of knowledge or skills
• Allows instruction to be tailored to
meet individual goals, needs, interest
and prior experience
• Requires access to technology
• Requires knowledge of how to use the
learning platform
• Evidence that adults with greater
academic skills are more likely to benefit
• Attrition
An Expanded Conception of Learning
Extracurricular
activities
Service
learning
Traditional
degree
programs
Community
of practice,
learning
community
Modeling
others
Coop,
apprenticeship,
internships
Non-credit
education,
continuing
education
Mentoring,
coaching
Customized
training,
workplace
training
Community
education
Reading,
web
searching
Socializati
on
Trial and
Error
But, A Fragmented Education System…
Source: Schurman & Soares, 2010
Discussion
In what ways does your organization fit in the current education
system?
What barriers to recognizing learning do your students
encounter in the current education system?
Future Forces…Working
“GIG” ECONOMY
Since the 1980s, the
traditional “full-time job
with benefits” is
becoming less common,
replaced by a new gig-togig, project-to-project,
contract-to-contract
working life. Long-term
employment with
predictable advancement
opportunities is giving
way to more short-term,
skill- or project-based
affiliations.
WHO?
Freelancers
53 Million Americans
32% of the workforce
50% of the workforce by
2020
WHERE DOES IT OCCUR?
Traditional Workplaces
Online Workplaces
Global
TOOLS/ METHODS USED
Social Networking
Freelancer Co-ops
Internet
Skill Exchanges
Future Forces…Learning
INVESTMENTS
In Millions
GLOBAL PRIVATE INVESTMENTS MADE TO LEARNING TECH COMPANIES
$2.600
$2,400
$2,200
2 BILLION DOLLAR THRESHOLD
$2,000
$1,800
$1,600
$1,400
$1,200
1 BILLION DOLLAR THRESHOLD
$1,000
$800
$600
$400
$200
$0
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015(H1)
Future Forces…Learners
GENERATION Z LEARNERS
Born 1995 to 2010
LEARNING PREFERENCES
Wired for fast delivery of content , data,
and images from computers
Roughly 2 billion youth
Want hands-on options and practical skills
with employer internships
Have preference for digital learning
Dislike lecture-based classrooms
Want their education customized
Expect to work, learn, and study
whenever/wherever
Love to explore using own route – design
own course of study
Discussion
What do your learners want/need from education…earn and
learn programs?
In what ways do earn and learn programs need to adapt
because of these future forces?
Work Based Learning (WBL)
Learning on the job that is formally organized and supervised
through schools
Career Preparation
Career Exploration
Career Awareness
Skill
Developme
nt
Career
Exploration
Option to
be Paid
WBL Opportunities
Option for
Academic
Credit
Summary of Work-based Learning (WBL) Opportunities
Apprenticeship
X
X
X
Clinical
X
Internship
X
X
X
X
Cooperative Education
X
X
X
X
School-based Enterprises
X
X
Job Shadowing
X
Career Academies
X
Worksite Tours
X
X
WBL & Everyday Workplace Learning
The majority of informal learning,
includes:
Self-directed learning
Incidental learning
Tacit learning
No curriculum
Benefits include:
Higher employability
Better relationships between
colleagues and managers
Greater human capital
Source:
http://www.growthengineering.co.uk/sharingknowledge-what-does-your-lms-do-to-promoteinformal-learning/
Benefits of Work Based Learning
Development of metacognitive skills
Socio-emotional and career development
Economic returns in the workforce
Stronger partnerships between schools and employers
Contribution to the economic well-being of the U.S.
WBL: Cooperative Education (Co-ops)
Broad term including experiential or work-based learning that
integrates school learning and work experience
Best Practices: detailing the skills expected to be learned,
adhering to training agreements, and implementing a solid
coaching system, periodic worksite supervision
Benefits: improved career decision making, better problemsolving skills, increased confidence in their ability to work,
higher employment rates and salaries
WBL: Apprenticeships
Formalized paid worker training where a novice employee
acquires knowledge through a hierarchical relationship with a
master
Best Practices: master’s transparency when teaching, sustained
organizational commitment, industry-recognized credentialing
Benefits: higher wages, higher employment rates, increased
confidence and independence
WBL: Internships
Term-length placement with an organization to gain experience
sometimes accompanied by faculty and company supervisors for
academic credit
Best Practices: crafting academic assignments that ask students to
reflect on their work experience, such as daily journaling (Clark,
2003)
Benefits: Improvement in communication, writing, problemsolving, and critical thinking, improved ability to place abstract
concepts into context, greater self-efficacy and increased
ambition
Other WBL Opportunities
Includes school-based enterprises, job shadowing, and career
academies
Positively associated with continuing formal schooling
Helps students to develop career goals
A Closer Look at WBL:
Career Academies and Linked Learning
Students who had attended career academies were at least as
likely to be enrolled in four-year colleges as those students who
indicated aspirations to attend college
Findings suggest that academies help low-income students finish
not only high school, but also college
Effective preparation for both college and careers
Youth/Young Adult Participation in WBL
7%
26%
.28%
MIDDLE/HIGH SCHOOL
STUDENTS INTERN
9TH TO 12TH GRADERS
WORK15 HR/WK
US WORKFORCE ARE
APPRENTICES
Discussion
To what extent do you use strategies to link to WBL?
How can we greatly increase opportunities for youth/young
adults to participate in WBL?
The Next Generation of WBL…
Discussion
To what extent do you use strategies to link to work based
learning?
In what ways do WBL programs need to the emerging learning
economy?