The University of Surrey was, and is, committed to the development of students as novice professionals, as they participated in their year long work placements, and their part-time jobs. Michael’s research into how early career professional’s learned in the work environment, provided a much needed evidence base on which to develop our educational thinking and practices. He cared a lot about making his scholarship and research available and accessible to higher education practitioners so that it might benefit students on their journey towards becoming professional. He contributed to our publications, our research, our conferences and our conversations. Through his contributions he enabled the SCEPTrE team to appreciate the particularities of learning and developing in the work environment and in this way helped us develop our concept of a lifewide learning and a lifewide curriculum.
Both knowledge and learning can be examined from two perspectives, the individual and the social……An individual perspective on knowledge and learning enables us to explore both differences in what and how people learn and differences in how they interpret what they learn. A social perspective draws attention to the social construction of knowledge and of contexts for learning, and to the wide range of cultural practices and products that provide knowledge resources for learning (1 p1) An ecological perspective combines and integrates these different perspectives.
I am grateful to have known Michael and it gives me pleasure to show my appreciation of his friendship and scholarship by dedicating Lifewide Magazine #22 to his life and work.
1) Eraut (2007) EARLI 2007 Theoretical and practical knowledge revisited http://www.leeds.ac.uk/educol/documents/176013.pd
Founder Lifewide Education & Commissioning Editor Lifewide Magazine
Director of SCEPTrE 2005-11