A Post-Pandemic Strategy to Support Lifelong and Work-Integrated Learning: Rethinking Pedagogy, Technology, and Collaboration

A Post-Pandemic Strategy to Support Lifelong and Work-Integrated Learning: Rethinking Pedagogy, Technology, and Collaboration

Peter Mozelius
Copyright: © 2022 |Pages: 17
DOI: 10.4018/978-1-7998-8213-8.ch013
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Abstract

Lifelong work-integrated learning is a key challenge in the growing knowledge society, with the Corona pandemic as a catalyst for technology enhancement. This chapter argues for the need of a post-pandemic strategy that rethinks not only the pedagogical aspect but also the technology enhanced and collaborative aspects of lifelong and work-integrated learning. The strategy that is presented in this chapter is based on the author's experience from the BUFFL initiative, a pilot project for industry development at banks and insurance companies through technology-enhanced lifelong learning. The recommendation is a strategy tailored for the target group that supports the work-integrated learning aim of academia providing useful theories for real-world tasks in the industry. Some important components in the strategy are 1) to extend pedagogy with andragogy and heutagogy, 2) the design of user-friendly hybrid environments, and 3) blended communities of practice.
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The Buffl Project

BUFFL is a Swedish acronym that could be translated into English as 'Industry development at banks and insurance companies through flexible lifelong learning '. This is a two-year pilot project with the aim of strengthening competencies of banking and insurance companies. Furthermore, BUFFL could be classified as a project for combining work-integrated learning with lifelong learning, addressing the need for continuous professional development in a knowledge society. A professional development that in the BUFFL project should be technology enhanced to enable flexible online learning integrated in participants daily working life. Since all learners are working full-time, courses have been divided into smaller course modules that are given at a lower study pace than standard university courses.

The BUFFL project spans over two years, containing three phases that are partially intersected and repeated on several occasions. The initial pre-project phase was based on disciplinary competence of the participating universities, and the needs identified by the ingoing organisations. The three main themes for the BUFFL courses are change management, company valuation, and customer relationship, which have been identified in session where all the collaborating organisations participated. With a mix of disciplinary competencies and organisational needs, short courses modules were developed. In the final part of the initial phase, university subject matter experts in the area of technology-enhanced learning created examples of teaching and learning activities for online learning environments (Jaldemark & Öhman, 2020).

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