Scaling informal learning at the workplace: A model and four designs from a large-scale design-based research effort

Tobias Ley*, John Cook, Sebastian Dennerlein, Milos Kravcik, Christine Kunzmann, Kai Pata, Jukka Purma, John Sandars, Patricia Santos, Andreas Schmidt, Mohammad Al-Smadi, Christoph Trattner

*Corresponding author for this work

Research output: Contribution to journalArticle (journal)peer-review

35 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)1036-1048
Number of pages13
JournalBritish Journal of Educational Technology
Volume45
Issue number6
DOIs
Publication statusPublished - 1 Nov 2014

Keywords

  • workplace learning

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