Abstract
We argue that in order to increase knowledge work productivity we have to put more emphasis on supporting this learning dimension of knowledge work. The key distinctions compared to other TEL approaches are (1) taking the tight integration of working and learning seriously, (2) enabling seamless transitions on the continuum of learning practices, and (3) tapping into the resources (material as well as human) of the organization. Within this contribution we develop the concept of work-integrated learning (WIL) and show how it can be implemented. The APOSDLE environment serves as a reference architecture which proves how a variety of tightly integrated support services implement the three key distinctions discussed above.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, L.W., Krathwohl, D.R.: A taxonomy for learning, teaching and assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson Education, London (2001)
APOSDLE Consortium: Integrated APOSDLE Deliverables 2.8 and 3.5 APOSDLE Approach to Self-Directed Work-Integrated Learning (2009)
Bannert, M.: Metakognition beim lernen mit Hypermedien: Erfassung, Beschreibung und Vermittlung wirksamer metakognitiver Strategien und Regulationsaktivitäten. Waxmann Verlag (2007) ISBN 3830918720
Bonestroo, W., Kump, B., Ley, T., Lindstaedt, S.: Learn@Work: Competency Advancement with Learning Templates. In: Memmel, M., Ras, E., Wolpers, M., VanAssche, F. (eds.) Proceedings of the 3rd Workshop on Learner-Oriented Knowledge Management, pp. 9–16 (2007)
Choo, C.W.: The knowing organization. How organizations use information to construct meaning, create knowledge, and make decision. Oxford University Press, New York
Davenport, T.O.: Human Capital: What It Is and Why People Invest it. Jossey-Bass, San Francisco (1999)
Dillenbourg, P., Hong, F.: The mechanics of CSCL macro scripts. International Journal of Computer-Supported Collaborative Learning H. 3, 5–23 (2008)
de Hoog, R., Kabel, S., Barnard, Y., Boy, G., DeLuca, P., Desmoulins, C., Riemersma, J., Verstegen, D.: Re-using technical manuals for instruction: creating instructional material with the tools of the IMAT project. In: Workshop proceedings Integrating technical and training documentation, 6th International Intelligent Tutoring Systems conference (ITS 2002), San Sebástian, Spain, pp. 28–39 (2002)
Eraut, M., Hirsh, W.: The Significance of Workplace Learning for Individuals, Groups and Organisations. SKOPE Monograph, vol. 9. Oxford University: Department of Economics (2007)
Gery, G.: Electronic Performance Support Systems: how and why to remake the workplace through the strategic application of technology. Cambridge ZIFF Institute (1991) ISBN 0961796812
Lindstaedt, S., Ley, T., Scheir, P., Ulbrich, A.: Applying Scruffy Methods to Enable Work-integrated Learning. The European Journal of the Informatics Professional 9(3), 44–50 (2008)
Scheir, P., Ghidini, C., Lindstaedt, S.N.: A Network Model Approach to Retrieval in the Semantic Web. In: Sheth, A. (ed.) International Journal on Semantic Web and Information Systems, vol. 4, pp. 56–84. IGI Global Publishers, Hershey (2008)
Simons, P.R.J.: Towards a constructivistic theory of self-directed learning. In: Straka, G.A. (ed.) Conceptions of self-directed learning: theoretical and conceptional considerations, pp. 155–169. Waxmann, Münster (2000)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Lindstaedt, S.N., Aehnelt, M., de Hoog, R. (2009). Supporting the Learning Dimension of Knowledge Work. In: Cress, U., Dimitrova, V., Specht, M. (eds) Learning in the Synergy of Multiple Disciplines. EC-TEL 2009. Lecture Notes in Computer Science, vol 5794. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-04636-0_61
Download citation
DOI: https://doi.org/10.1007/978-3-642-04636-0_61
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-04635-3
Online ISBN: 978-3-642-04636-0
eBook Packages: Computer ScienceComputer Science (R0)