Abstract: This paper outlines a research and development agenda for the nascent field of Learning from Incidents (LFI). Effective, deep and lasting learning from incidents is critical for the safety of employees, the general public and environmental protection. The paper is an output of an international seminar series ‘Interdisciplinary Perspectives on Learning from Incidents’ funded by the UK Economic and Social Research Council (ESRC) in 2013-2016 http://lfiseminars.ning.com/ The seminar series brought together academics, practitioners and policymakers from a range of disciplines and sectors to advance the theory, methodology, organisational practice and policy in LFI. Drawing on a range of disciplinary and sectoral perspectives, as well as on input from practitioners and policymakers, this paper lays out four key research and development challenges: defining LFI; measuring LFI; levels and factors of LFI; and strengthening research-practice nexus in LFI.
Reference (incomplete): Margaryan, A., Littlejohn, A., & Stanton, N. (in press). Research and development agenda for Learning from Incidents. Safety Science.
Our paper (with Allison Littlejohn and Dane Lukic ) ‘Comparing safety culture and learning culture‘ has been accepted for publication in Risk Management journal (Risk Management (2015) doi:10.1057/rm.2015.2).
Extended abstract: This article examines the alignment of learning and safety culture in organisations. It tests the hypothesis that factors that indicate a good learning culture might also signify good safety and vice versa. The hypothesis was tested through an extensive literature review. Areas of alignment of learning culture and safety culture were identified. Six components of learning culture and safety culture can be measured by the same instrument. These components form guiding principles for measurement of safety culture and learning culture: open communication; employee empowerment; collaboration; alignment of espoused and enacted priorities; internal systemic alignment; management. Another eight component areas were identified where learning culture and safety culture partially align: motivation; recognition and rewards; competence; commitment; workplace condition; risk; opportunities for learning; and policy and procedures. Four further components were found to be relevant to either safety culture or learning culture and do not align: social regulation; safety versus productivity; equipment; and innovation. Overall, there is a relationship between learning culture and safety culture, but gauging one does not provide a reliable measure of the other.
I was pleased to hear that our paper on the quality of instructional design of massive open online courses (MOOCs) has been accepted for publication in Computers and Education.
Abstract: We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey instrument. Two types of MOOCs – xMOOCs and cMOOCs – were analysed and their instructional design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design principles. However, most MOOCs scored highly on organisation and presentation of course material. The results indicate that although most MOOCs are well-packaged, their instructional design quality is low. We outline implications for practice and ideas for future research.
It took 18 months to get to this stage from the conception of the study:
conception of the project idea and securing internal funding for a research assistant – Feb 2013;
search and recruitment of a research assistant – Feb-Jul 2013 (6 months);
data collection – Sep-Dec 2013 (4 months);
data analysis – Jan 2014;
publication – Feb-Aug 2014 (7 months), including: (i)submission of the first draft of the article – Feb 2014; (ii) review received – Apr 2014; (iii) resubmission of 2nd draft – May 2014; (iv)second review received – Jul 2014; (v) resubmission and acceptance of the final draft – Aug 2014.
So the actual conception and execution of the study took just 6/18 months…
Citation: Margaryan, A., Bianco, M., & Littlejohn, A. (in press). Instructional quality of Massive Open Online Courses (MOOCs). Computers and Education.
Full reference: Margaryan, A., Milligan, C., & Littlejohn, A. (2011). Validation of Davenport’s Classification Structure of Knowledge-intensive Processes. Journal of Knowledge Management, 15(4), 568-581.
It is always pleasantly surprising to find out that someody actually reads these papers, let alone finds them worthy of an award!
The funny aspect of this is that I nearly deleted the publisher’s email notification of the award. I had no clue that the paper was nominated – so when I received an email with a subject line “Congratualtions” what else could I think but that it was some kind of lottery spam.