Applied learning: a validated theoretical framework

Submission note: A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Philosophy by published work to the School of Education, Outdoor and Environmental Studies, Faculty of Education, La Trobe University, Bendigo.

Thesis with publications.

The thesis – by publication presents and validates a theoretical framework to explain the factors associated with successful applied learning. Validation of the framework occurred in learning settings and contexts that included; higher education; secondary schools; vocational education; and workplaces. I use these diverse cases to demonstrate the utility and portability of the applied learning framework. The validated framework categorised the contributions of learning theory to successful applied learning outcomes at three levels. These are: • micro (individual’s experience of the learning environment); • meso (personal interactions with curriculum as designed and experienced); and • macro (societal, social, historical, political, and economic factors) influences applied learning experiences. Implementation of the model demonstrates how to improve applied learning by addressing the design, development, implementation, presentation and evaluation of learner and teacher practice. The extension of the original applied learning framework provides guidance to educators on ways how best to support learners through their education and working lives. Conceptual advances demonstrated from my work provide the foundations necessary to expand our understandings of how we can influence applied learning for individuals, and best support and maximise learning gains.