Article

Supporting the Learning Dimension of Knowledge Work

Authors:

EC-TEL '09: Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines

Pages 639 - 644

https://doi.org/10.1007/978-3-642-04636-0_61

Published: 02 October 2009 Publication History

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 <em>work-integrated learning (WIL) </em> 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.

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Cited By

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Aehnelt MWegner KLindstaedt SLey TSack H(2015)Learn but work!Proceedings of the 15th International Conference on Knowledge Technologies and Data-driven Business10.1145/2809563.2809577(1-7)Online publication date: 21-Oct-2015
https://dl.acm.org/doi/10.1145/2809563.2809577
Kump BLey TLindstaedt S(2011)Evaluating adaptive work-integrated learning systemsProceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning10.5555/2045445.2045484(442-448)Online publication date: 20-Sep-2011
https://dl.acm.org/doi/10.5555/2045445.2045484
Ley TKump BGerdenitsch C(2010)Scaffolding self-directed learning with personalized learning goal recommendationsProceedings of the 18th international conference on User Modeling, Adaptation, and Personalization10.1007/978-3-642-13470-8_9(75-86)Online publication date: 20-Jun-2010
https://dl.acm.org/doi/10.1007/978-3-642-13470-8_9

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Published In

EC-TEL '09: Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines

October 2009

810 pages

ISBN:9783642046353

Editors:
Ulrike Cress
Institut für Wissensmedien| Knowledge Media Research Center (IWM|KMRC), Tübingen 72072
,
Vania Dimitrova
Knowledge Representation and Reasoning Research Group, School of Computing,, University of Leeds, Leeds, UK LS2 9JT
,
Marcus Specht
CELSTEC (Centre for Learning Sciences and Technologies), Open University of the Netherlands, Heerlen, The Netherlands 6419 AT

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Berlin, Heidelberg

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Published: 02 October 2009

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Aehnelt MWegner KLindstaedt SLey TSack H(2015)Learn but work!Proceedings of the 15th International Conference on Knowledge Technologies and Data-driven Business10.1145/2809563.2809577(1-7)Online publication date: 21-Oct-2015
https://dl.acm.org/doi/10.1145/2809563.2809577
Kump BLey TLindstaedt S(2011)Evaluating adaptive work-integrated learning systemsProceedings of the 6th European conference on Technology enhanced learning: towards ubiquitous learning10.5555/2045445.2045484(442-448)Online publication date: 20-Sep-2011
https://dl.acm.org/doi/10.5555/2045445.2045484
Ley TKump BGerdenitsch C(2010)Scaffolding self-directed learning with personalized learning goal recommendationsProceedings of the 18th international conference on User Modeling, Adaptation, and Personalization10.1007/978-3-642-13470-8_9(75-86)Online publication date: 20-Jun-2010
https://dl.acm.org/doi/10.1007/978-3-642-13470-8_9

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A flipped classroom to personalise learning for engineering students

Work in progress: How do first-year engineering students develop as self-directed learners?

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