Learning contexts and settings
02-February-2005
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Interaction of learning and contextual factors
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Learning contexts and settings
Materials which analyse the social practices oriented towards learning within different settings. Topics include opportunities for learning, spaces for learning, expectations for learning and creating supportive learning contexts. Other key areas include:
- use of and access to artefacts, information, knowledge
- pressure of work
- expectations, rewards and punishment
- availability and nature of feedback
- challenge and value of work
- organisation and nature of work
- group learning: culture of setting; relationships
Additionally, contexts for learning include schools and colleges, workplaces, training centres, networks, communities and families.
Contexts for learning at work include:
- Meeting context
- 'on the job' context
- 'working alongside' context
- 'work encounter' context
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1 Pressure of work
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Professionals under pressure
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The role of radiographers has changed significantly in the last 20 years, as the demand for radiography services has increased markedly and the work of radiographers has become more complex. The article was framed within a narrative, drawn from previous work, of how radiography has become a 'profession under pressure' and a contemporary analysis of how the context in which radiographers are working influences their opportunities for learning.
The analysis, using a framework developed by Eraut et al. (2004), indicates that contextual factors, such as the allocation and structuring of work, relationships at work, and participation and expectations at work, are significantly influencing possibilities for learning in the workplace. This suggests that current proposals to change the way in which radiographers’ work is structured may enhance their opportunities for learning.
The shortage of radiographers causes a variety of problems for patients, staff and management. It can lead to long waiting lists and 'in some cases the facilities are there, but cannot be fully used because of a lack of staff.' This in turn makes staff feel they are under constant pressure: 'firefighting is the name of the game' and 'you are constantly involved in a juggling game.' Staff shortages also contribute to staff having to work long hours and a feeling of not being able to spend enough time with patients (Coombs et al., 2003).
Earlier attempts to impose greater flexibility in work and expect staff to accept resulting changes in patterns of work organisation were seen as stressful, as when a single radiographer was on-call at night with responsibility for performing the full range of possible duties. The allocation of on-call duties was a major discussion point raised in both focus groups. It was felt to be particularly problematic for less experienced radiographers who did not feel confident to undertake the full range of duties that might be required, especially when they had no one with whom they could consult. Similarly coping with increasing pressure of work meant that opportunities for learning and development based upon everyday work activities were reduced: ‘for example, there is no time to talk to the radiologist about the diagnosis based on the scan and to learn from this.’ Other situations that were particularly stressful included ‘switching to working on new machines when you only know about 80 per cent of their capability.’
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