Observation/Shadowing
Overview
The opportunity to observe peers or experts in action or participate in shadowing can provide a unique and authentic learning experience that often involves questioning, metacognitive thinking, and Problem Solving while providing Social Supports. Both the observer and the person being observed learn from the experience, especially when there is feedback and a clear purpose within an interactive structure.
Use It In Your Learning Environment
Observation is particularly effective for continuous improvement, workforce training, professional development, and reskilling. Settings can vary from a "behind the glass" space in a training center to hands-on training in VR. Regardless of the setting, the opportunity to observe peers or experts in the authentic environment is critical to maximizing the transfer of process skills, procedures, and the "how" of putting what is learned into action. To best support Safety, open questioning, and a Learner Mindset, it is important to ensure that evaluation is not a part of the observation process.
Job shadowing provides an opportunity for one person to work alongside another to gain firsthand experience of the role and insights into the decisions that are made. It is a valuable experience for cross-functional teams to improve collaboration, communication, and understanding of the value each employee brings to the workplace. It can help with networking, relationship building, reflection, and fosters a Learner Mindset. Those being shadowed can develop their coaching skills, build metacognitive skills, and benefit from the questions and insights provided by someone without the same level of expertise (i.e. "fresh eyes"). Learners who are shadowing can build empathy by better understanding the needs and priorities of others which can build perspective taking skills and foster authentic relationships. Learning environments that have incorporated a variation of clinical rounds, cross-functional observation days, apprenticeships, and externships have found numerous benefits, including cultural shifts as adult learners develop a mindset of inquiry and curiosity.
It is even easier to implement observation in virtual learning environments, since they often do not require as much logistical planning and can overcome geographical constraints to learning. Inviting others in to observe in a virtual environment can maximize product chat features for questioning, breakout groups for peer discussion, and an open space (i.e. virtual hallway) for reflective conversations. Product developers can design features into products that allow for collaboration, discussion, questioning, and reflection before, during, and after observations or shadowing opportunities.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Active Learning Strategies
Experts can answer questions and provide vocabulary, processes, feedback, and scaffolds to help learners deepen their understanding.
Case studies support authentic, active learning experiences centered around real world situations that present an account of a particular set of circumstances for learners to engage with.
When learners process and express information visually, they are activating more cognitive processes while Problem Solving.
When preparing for and executing a debate, learners analyze, form, and express verbal arguments, fostering their critical thinking skills, an essential component of Problem Solving.
Debriefing is the intentional discussion immediately following a learning experience which is especially important after simulation-based learning.
Analyzing errors is especially beneficial in helping learners develop a Learner Mindset and critical thinking skills, which are a component of Problem Solving.
Networking and supporting adult learners in expanding their social networks provide access to additional resources and Social Supports, which can impact their trajectory and Motivation.
Experiential learning is learning by doing, which may include self-directed learning activities.
Giving learners the opportunity to explain their thinking process aloud helps them to solidify their comprehension, and move knowledge into their Long-term Memory.
Game-based learning is an active learning experience with clear objectives and measurable outcomes designed to be intrinsically game-like.
Inquiry-based learning is centered around open-ended questions posed by instructors and/or the learners themselves and fosters a Learner Mindset.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
Effective note-taking during lectures or reading directs learners' Attention to the relevant information, helping them identify key concepts, understand links between ideas and retain information better in their Long-term Memory.
When learners provide constructive feedback on each other's work, they reflect on their own understanding, learn to give relevant suggestions, receive specific ways to improve, and engage in Metacognition.
Problem-based learning (PBL) is a learner-centered multidisciplinary approach focused on real world applications using active learning methods.
Simulations and immersive virtual environments provide authentic learning at a level that can spark curiosity and deeper understanding by engaging multiple senses in exploration.
Skills sprints are focused, real world learning experiences for teams in which participants learn new skills while directly designing, developing, or delivering something to their organization.
Analyzing short video clips, replays of important aspects, and videos of oneself applying what has been learned can improve Metacognition and Long-term Memory while fostering a Learner Mindset.
Analyzing and discussing solutions to problems helps students develop a deeper understanding of Problem Solving processes and Numeracy skills.
