Supporting the Learning Dimension of Knowledge Work

Stefanie N. Lindstaedt; Mario Aehnelt; Robert de Hoog

doi:10.1007/978-3-642-04636-0_61

Supporting the Learning Dimension of Knowledge Work

Stefanie N. Lindstaedt
, Mario Aehnelt
, Robert de Hoog

Faculty of Behavioural, Management and Social Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

3 Citations (Scopus)

5 Downloads (Pure)

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.

Original language	English
Title of host publication	Learning in the Synergy of Multiple Disciplines
Subtitle of host publication	4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 : Proceedings
Editors	Ulrike Cress, Vania Dimitrova, Marcus Specht
Place of Publication	Berlin, Heidelberg
Publisher	Springer
Pages	639-644
ISBN (Electronic)	978-3-642-04636-0
ISBN (Print)	978-3-642-04635-3
DOIs	https://doi.org/10.1007/978-3-642-04636-0_61
Publication status	Published - 2009
Event	4th European Conference on Technology Enhanced Learning, EC-TEL 2009 - Nice, France Duration: 29 Sept 2009 → 2 Oct 2009 Conference number: 4

Publication series

Name	Lecture Notes in Computer Science
Publisher	Springer
Volume	5794
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	4th European Conference on Technology Enhanced Learning, EC-TEL 2009
Abbreviated title	EC-TEL 2009
Country/Territory	France
City	Nice
Period	29/09/09 → 2/10/09

Keywords

IR-83027
METIS-262226
Workplace learning
Professional learning
Self-directed learning
Collaboration scripts
User profiles
Recommendation systems

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-642-04636-0_61

Cite this

Lindstaedt, S. N., Aehnelt, M., & de Hoog, R. (2009). Supporting the Learning Dimension of Knowledge Work. In U. Cress, V. Dimitrova, & M. Specht (Eds.), Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 : Proceedings (pp. 639-644). (Lecture Notes in Computer Science; Vol. 5794). Springer. https://doi.org/10.1007/978-3-642-04636-0_61

Lindstaedt, Stefanie N. ; Aehnelt, Mario ; de Hoog, Robert. / Supporting the Learning Dimension of Knowledge Work. Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 : Proceedings. editor / Ulrike Cress ; Vania Dimitrova ; Marcus Specht. Berlin, Heidelberg : Springer, 2009. pp. 639-644 (Lecture Notes in Computer Science).

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title = "Supporting the Learning Dimension of Knowledge Work",

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.",

keywords = "IR-83027, METIS-262226, Workplace learning, Professional learning, Self-directed learning, Collaboration scripts, User profiles, Recommendation systems",

author = "Lindstaedt, \{Stefanie N.\} and Mario Aehnelt and \{de Hoog\}, Robert",

year = "2009",

doi = "10.1007/978-3-642-04636-0\_61",

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isbn = "978-3-642-04635-3",

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editor = "Ulrike Cress and Vania Dimitrova and Marcus Specht",

booktitle = "Learning in the Synergy of Multiple Disciplines",

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Lindstaedt, SN, Aehnelt, M & de Hoog, R 2009, Supporting the Learning Dimension of Knowledge Work. in U Cress, V Dimitrova & M Specht (eds), Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 : Proceedings. Lecture Notes in Computer Science, vol. 5794, Springer, Berlin, Heidelberg, pp. 639-644, 4th European Conference on Technology Enhanced Learning, EC-TEL 2009, Nice, France, 29/09/09. https://doi.org/10.1007/978-3-642-04636-0_61

Supporting the Learning Dimension of Knowledge Work. / Lindstaedt, Stefanie N.; Aehnelt, Mario; de Hoog, Robert.
Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 : Proceedings. ed. / Ulrike Cress; Vania Dimitrova; Marcus Specht. Berlin, Heidelberg: Springer, 2009. p. 639-644 (Lecture Notes in Computer Science; Vol. 5794).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Aehnelt, Mario

AU - de Hoog, Robert

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N2 - 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.

AB - 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.

KW - IR-83027

KW - METIS-262226

KW - Workplace learning

KW - Professional learning

KW - Self-directed learning

KW - Collaboration scripts

KW - User profiles

KW - Recommendation systems

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DO - 10.1007/978-3-642-04636-0_61

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BT - Learning in the Synergy of Multiple Disciplines

A2 - Cress, Ulrike

A2 - Dimitrova, Vania

A2 - Specht, Marcus

PB - Springer

CY - Berlin, Heidelberg

T2 - 4th European Conference on Technology Enhanced Learning, EC-TEL 2009

Y2 - 29 September 2009 through 2 October 2009

ER -

Lindstaedt SN, Aehnelt M, de Hoog R. Supporting the Learning Dimension of Knowledge Work. In Cress U, Dimitrova V, Specht M, editors, Learning in the Synergy of Multiple Disciplines: 4th European Conference on Technology Enhanced Learning, EC-TEL 2009 Nice, France, September 29–October 2, 2009 : Proceedings. Berlin, Heidelberg: Springer. 2009. p. 639-644. (Lecture Notes in Computer Science). doi: 10.1007/978-3-642-04636-0_61

Supporting the Learning Dimension of Knowledge Work

Abstract

Publication series

Conference

Keywords

UN SDGs

Access to Document

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Cite this