Situationsbewusste Informationsdienste für das arbeitsbegleitende Lernen

Zunehmend werden Lernen und Arbeiten als miteinander verwobene Aktivitäten verstanden, was von existierenden Ansätzen nur unzureichend unterstützt wird, da sie kaum die Arbeitssituation berücksichtigen, in der sie benutzt werden. In dieser Arbeit geht es darum, eine Methodik für die Lernunterstützung zu erarbeiten und auf technischer Ebene situationsbewusste Informationsdienste mittels Kompetenzontologien und Kontextmanagement zu konzipieren und in realen Unternehmensumgebungen zu evaluieren

Towards Work Integrated Learning Communities

In this paper we raise the concept of Work-Integrated Learning (WIL) as a means of supporting activities of competence development and learning in organisations. In order to illustrate our conceptual understanding of WIL, the paper includes empirical results from a case study in a consultant firm, Ypsilon, which operates in the education sector and delivers courses for IT-professionals. Ypsilon is at present undergoing a transition from having one big customer to being forced into a more flexible way of meeting the different demands from many new clients. The results highlights three main considerations believed to be critical for WIL activities: (i) A shift from an individual teaching culture to a social and collaborative culture. (ii ) Extending the role of technology from codifying competencies to supporting negotiation of practice. (iii) Adoption of holistic and integrated strategy that can cope with a dynamic business context. We conclude the paper by pointing at several implications for how the understanding and advancement of work-integrated learning can be approached in the future