The document discusses the concept of professional noticing. It defines professional noticing as using the lens of one's profession to make sense of situations by observing, identifying important aspects, interpreting them, and deciding how to respond. The document reviews literature on professional noticing in different fields like teaching, healthcare, and entrepreneurship. It explores how work-based learning settings can support developing noticing skills and discusses emerging innovative practices in work-integrated learning.

1. Professional Noticing
PROFESSIONALNOTICING.EU
IN WORK-BASED LEARNING
EXPLORING THE SIGNIFICANCE OF
Isabell Grundschober, 30.10.2023
iWobal Innovation Day

2. Semi-systematic literature review
Professional noticing has been conceptualized differently by various groups
in researchers within diverse disciplines. Goals:
• History of research
• Research traditions
• State of knowledge
• Relevant theories and terminology
(Synder, 2019)

3. "(...) noticing lies at the heart of all
practice."
(Clement et al., 2022)

4. Experience ≠ Learning
(Kolb, 1984; Clement et al., 2022)

5. Experience + Processing it
Learning
(Kolb, 1984; Clement et al., 2022)
"Reflective observation" (Kolb)

6. Experience + Processing it
Learning
(Kolb, 1984; Clement et al., 2022)
"Reflective observation" (Kolb)

7. What is "professional noticing"?
Professional noticing is more than "everyday noticing". You use the lense
of a profession to make sense of a situation:
This includes
• the observation,
• identification of important aspects,
• their interpretation as well as
• making an informed decision how to respond.
(Rooney & Boud 2019, Jacobs et al., 2010)

8. "Members of the different [...] professions will
develop different perceptual frameworks, which
means that they may notice different things in the
same situation."
Novice have difficulties to notice.
(Clement et al., 2022; Rooney & Boud 2019

9. Literature search
Grundschober, Carty and Hautala, June 2023)

10. Grundschober, Carty and Hautala, June 2023)

11. Grundschober, Carty and Hautala, June 2023)

12. Why is it difficult to notice?
Experiment: How many different colour do you see?
1 2
3
4
5
6
7
8
9
10
11
12
Roberson et al. (2006): Colour categories and category acquisition in Himba and English

13. Noticing Colours
"Every language first had a word for black and for white, or dark and
light. The next word for a color to come into existence — in every
language studied around the world — was red, the color of blood and
wine.
After red, historically, yellow appears, and later, green (though in a
couple of languages, yellow and green switch places). The last of these
colors to appear in every language is blue." (Loria, 2015)

14. Prerequisites for noticing
• Intention to notice and to learn (connected with
self-direction and self-regulation of learning)
• Mindfulness, being attentive
• Professional knowledge: Propositional and procedural
(Mason (2002), Rooney & Boud (2019)

15. Looking into the process of "noticing"
Reflecting in and on action (Schön)

16. Noticing in 3 professions
More than just dirt.
Using a Munsell color chart for colour
identification.
Pointing towards, showing, visual
representations
(Sherin et al., 2008)
Goodwin (1994) (Rooney & Boud, 2019)
First, novice teachers are busy with
themselves when teaching.
What are relevant cues in the
teaching/learning situation to
understand the learner progress?
Video analysis, debriefing
Noticing important cues saves lifes.
Observation forms, simulations

17. More than just dirt.
Using a Munsell colour chart for colour
identification.
Pointing towards, showing, visual
representations
Goodwin (1994)

18. (Sherin et al., 2008)
First, novice teachers are busy with
themselves when teaching.
What are relevant cues in the
teaching/learning situation to
understand the learner progress?
Video analysis, sit-ins, debriefing

19. (Rooney & Boud, 2019)
Noticing important cues saves lifes.
Simulation, observation forms,
debriefing

20. Noticing happens in professional practice
• WBL-settings support the development of noticing skills
• Connecting theory and practice
• Helping students to transfer what they have learned into
practice
• Concept of "noticing" gives us words to describe what
happens
(Mason (2002), Rooney & Boud (2019)

21. Quality Dimensions of WBL/WIL
• Students are prepared for the WIL/WBL experience
• Authenticity of the experience
• Curriculum integration
• Support (Mentors, coaches)
• Assessment and reflection of the learning experience
(Winchester-Seeto, 2019)

22. Professional noticing in entrepreneurship
(Campbell, 2020)
Agreeing on what is not known in a team.
Handling the "Unknown"
Mistake culture
Spotting opportunities and chances

23. Effectuation principles
• Means before goals: You have to create solutions with the resources
available here and now.
• Affordable loss instead of exptected profit: You should only invest as
much as you are willing to lose.
• Mistake culture: Mistakes and surprises are inevitable and can be used to
look for new opportunities.
• Partnership, not competition: Entering into new partnerships can bring
the project new funds and new directions.
(Sarasvathy, 2001)

24. (Sarasvathy, 2001)
The Effectuation Cycle
Future Skills!

25. Emerging and innovative WIL/WBL practice
• Micro-placements (2-10 days, usually in SMEs and start ups)
• Online projects or placements
• Hackathons, competitions, events
• Incubators/start-ups
• Consulting
(Kay et al., 2019)
WBL/WIL for
SME

26. • Involving multi-educational sectors
• Community engaged
• Engaging alumni
• Increased use of brokers/third parties
• Broad/deep partnerships with host organizations
• Spanning multiple universities or institutions
• Engaging multiple disciplines
• Intra/Entrepreneurial elements
• Scalable and sustainable
• Flexibility in duration, location and space
• Coach/mentor elements
• Geographically dispersed
• Investment elements
• Co-designed with industry or community
• Co-designed with students
Stakeholder Engagement
Design Elements
Co-Design with Partners
Key features of emerging model of WIL/WBL
(Kay et al., 2019)

27. Collaboration workshop with
entrepreneurship education experts,
lecturers, entrepreneurs
Join our workshop in January/Feburary
2024 in Krems (and hybrid!)
Which learning designs does it need to develop
noticing skills in WBL/WIL?

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Bazerman, M. H. (2014). Becoming a first-class noticer. How to spot and prevent ethical failures in your organization. Harvard Business Review, 92(7–8), 116–119, 131.
Borich, G. D. (2016). Observation Skills for Effective Teaching: Research-Based Practice (7. Aufl.). Routledge. https://doi.org/10.4324/9781315633206
Campbell, B. (2020). Entrepreneurial uncertainty in context: An ethnomethodological perspective. International Journal of Entrepreneurial Behavior & Research, 27(3), 648–667.
https://doi.org/10.1108/IJEBR-10-2018-0627
Chell, E. (2013). Review of skill and the entrepreneurial process. International Journal of Entrepreneurial Behavior & Research, 19(1), 6–31. https://doi.org/10.1108/13552551311299233
effectuation.org. (o. J.). What is Effectuation? Effectuation 101. Abgerufen 8. September 2023, von https://effectuation.org/effectuation-101
Gangi, J. (2017). Towards Consensus: Suggested Foundational Building Blocks for Arts Entrepreneurship Research and Pedagogy. Artivate: A Journal of Entrepreneurship in the Arts, 6(1), Article 1.
Goodwin, C. (1994). Professional Vision. American Anthropologist, 96(3), 606–633. https://doi.org/10.1525/aa.1994.96.3.02a00100
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional Noticing of Children’s Mathematical Thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
Johnson, S., Mukhuty, S., Fletcher, B., Snowden, N., & Williams, T. (2015). Entrepreneurship skills: Literature and policy review, Department for Business Innovation and Skills Research. Department for
Business, Innovation & Skills. https://www.mmu.ac.uk/media/mmuacuk/content/documents/business-school/decent-work-and-productivity/entrepreneurship-skills-literature-and-policy-review.pdf
Kaminskiene, L., Horlenko, K., & Chu, L. Y. (2023). Applying Eye-Tracking Technology in the Field of Entrepreneurship Education. In R. Adams, D. Grichnik, A. Pundziene, & C. Volkmann (Hrsg.),
Artificiality and Sustainability in Entrepreneurship: Exploring the Unforeseen, and Paving the Way to a Sustainable Future (S. 163–187). Springer International Publishing.
https://doi.org/10.1007/978-3-031-11371-0_8
Lasater, K. (2007). Clinical Judgment Development: Using Simulation to Create an Assessment Rubric. Journal of Nursing Education, 46(11), 496–503. https://doi.org/10.3928/01484834-20071101-04
López-Meri, A., Alonso-Muñoz, L., & Casero-Ripollés, A. (2021). What is Behind the Entrepreneurship Intention in Journalism? Entrepreneur Typologies Based on Student Perceptions. Journalism
Practice, 15(3), 402–419. https://doi.org/10.1080/17512786.2020.1715821
Mason, J. (2002). Researching Your Own Practice: The Discipline of Noticing. Routledge.
Mason, J. (2021). Learning about noticing, by, and through, noticing. ZDM – Mathematics Education, 53(1), 231–243. https://doi.org/10.1007/s11858-020-01192-4
Read, S., Song, M., & Smit, W. (2009). A meta-analytic review of effectuation and venture performance. Journal of Business Venturing, 24(6), 573–587. https://doi.org/10.1016/j.jbusvent.2008.02.005
Rooney, D., & Boud, D. (2019). Toward a Pedagogy for Professional Noticing: Learning through Observation. Vocations and Learning, 12(3), 441–457. https://doi.org/10.1007/s12186-019-09222-3
Sarasvathy, S. D. (2001). Causation and Effectuation: Toward a Theoretical Shift from Economic Inevitability to Entrepreneurial Contingency. The Academy of Management Review, 26(2), 243.
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Bibliography

29. Thank you!
isabellgru.eu
isabell.grundschber@donau-uni.ac.at
professionalnoticing.eu
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Isabell Grundschober, 30.10.2023
iWobal Innovation Day