Dennerlein Sebastian, Cook John, Kravcik Milos, Kunzmann Christine, Pata Kai, Purma Jukka, Sandars John, Santos Patricia , Schmidt Andreas, Al-Smadi Mohammad, Trattner Christoph, Ley Tobias
2014
Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking; (2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.
Ley Tobias, Cook John, Dennerlein Sebastian, Kravcik Milos, Kunzmann Christine, Laanpere Mart, Pata Kai, Purma Jukka, Sandars John, Santos Patricia, Schmidt Andreas
2013
While several technological advances have been suggested to scale learning at the workplace, none has been successful to scale informal learning. We review three theoretical discourses and suggest an integrated systems model of scaffolding informal workplace learning that has been created to tackle this challenge. We derive research questions that emerge from this model and illustrate these with an in-depth analysis of two workplace learning domains.
Kump Barbara, Knipfer Kristin, Pammer-Schindler Viktoria, Schmidt Andreas, Maier Ronald, Kunzmann Christine, Cress Ulrike, Lindstaedt Stefanie
2011
The Knowledge Maturing Phase Model has been presented as a model aligning knowledge management and organizational learning. The core argument underlying the present paper is that maturing organizational knowhow requires individual and collaborative reflection at work. We present an explorative interview study that analyzes reflection at the workplace in four organizations in different European countries. Our qualitative findings suggest that reflection is not equally self-evident in different settings. A deeper analysis of the findings leads to the hypothesis that different levels of maturity of processes come along with different expectations towards the workers with regard to compliance and flexibility, and to different ways of how learning at work takes place. Furthermore, reflection in situations where the processes are in early maturing phases seems to lead to consolidation of best practice, while reflection in situations where processes are highly standardized may lead to a modification of these standard processes. Therefore, in order to support the maturing of organizational know-how by providing reflection support, one should take into account the degree of standardisation of the processes in the target group.
Ley Tobias, Lindstaedt Stefanie , Schöfegger Karin, Seitlinger Paul, Weber Nicolas, Hu Bo, Riss Uwe, Brun Roman, Hinkelmann Knut, Thönssen Barbara, Maier Ronald, Schmidt Andreas
2009
Schmidt A., Hinkelmann K., Ley Tobias, Lindstaedt Stefanie , Maier R., Riss U.
2009
Effective learning support in organizations requires a flexible and personalizedtoolset that brings together the individual and the organizational perspectiveon learning. Such toolsets need a service-oriented infrastructure of reusable knowledgeand learning services as an enabler. This contribution focuses on conceptualfoundations for such an infrastructure as it is being developed within the MATUREIP and builds on the knowledge maturing process model on the one hand, and theseeding-evolutionary growth-reseeding model on the other hand. These theories areused to derive maturing services, for which initial examples are presented.