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E-Learning Design for the Information Workplace

Copyright © 2010. 29 pages.
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DOI: 10.4018/978-1-60566-788-1.ch013
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MLA

Carmean, Colleen. "E-Learning Design for the Information Workplace." Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends. IGI Global, 2010. 211-239. Web. 21 Sep. 2014. doi:10.4018/978-1-60566-788-1.ch013

APA

Carmean, C. (2010). E-Learning Design for the Information Workplace. In H. Yang, & S. Yuen (Eds.) Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 211-239). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-788-1.ch013

Chicago

Carmean, Colleen. "E-Learning Design for the Information Workplace." In Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 211-239 (2010), accessed September 21, 2014. doi:10.4018/978-1-60566-788-1.ch013

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Abstract

Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it has changed the workplace itself. Learning today is measured not by what we know, but by how successfully we tap into our network to find the information we need in the moment we need it. The business environment now demands anytime and just-in-time answers at all levels of the organization. In response to new expectations within the information-rich workplace, the organization must look to a new practice of comprehensive design for a shared knowledge architecture that can leverage the digital tools, methods and effective practices now available. To understand not simply technology but the affordance (Norman, 1988; Carmean & McGee, 2008) and effective use of each technology now available, a new design practice is needed. Current digital learners seek practices, resources and help in navigating the shared knowledge flow and have little training or support in understanding the network of information available. If anytime, anywhere, and from any source is a new e-learning paradigm in the digital workplace (Cross, 2006), then the challenge for a new breed of designers will be to help the digital learner to find, understand andcreate the shared knowledge embedded within local and global networked resources.
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Background And Context

Access to people, solutions, ideas and file sharing now requires a sophisticated skill set to make effective use of the inherent capabilities of the network. Brown (2000) suggests that our ability to use the Web to find information and build from it to create something more is a practice of bricolage in cobbling together an understanding from pieces known. This distributed e-knowledge practice defines a shift in learning and knowledge creation where knowledge is seen as an act of finding what is needed, rather than being expected to know. In this author’s research in knowledge architecture, Carmean (2008) explores the emergence-based properties of this new paradigm and proposes a new practice in knowledge management that includes a systems design for shared knowledge to better prepare learners for effective practice in learning bricolage. To effectively use the tools and practices within shared knowledge architecture, stronger information literacy would be expected of the learner. New skills in digital collaboration will be increasingly demanded in the next generation workplace (Carlile, 2002). Monitoring, contributing and synthesizing information are core skills expected but not yet taught in the connected information age.

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Complete Chapter List

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Table of Contents
Preface
Harrison Hao Yang, Steve Chi-Yin Yuen
Chapter 1
Chien Yu, Wei-Chieh Wayne Yu, Chun Fu Lin
Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become... Sample PDF
Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next?
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Chapter 2
Clara Pereira Coutinho, João Batista Bottentuit Jr.
In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social... Sample PDF
From Web to Web 2.0 and E-Learning 2.0
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Chapter 3
Chaka Chaka
This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW... Sample PDF
E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence
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Chapter 4
Jianxia Du, Yunyan Liu, Robert L. Brown
An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This... Sample PDF
The Key Elements of Online Learning Communities
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Chapter 5
Ke Zhang, Curtis J. Bonk
This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning... Sample PDF
Generational Learners & E-Learning Technologies
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Chapter 6
Robin M. Roberts
The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering... Sample PDF
The Digital Generation and Web 2.0: E-Learning Concern or Media Myth?
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Chapter 7
Jeffrey Hsu, Karin Hamilton
Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest... Sample PDF
Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program
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Chapter 8
Dazhi Yang, Jennifer C. Richardson
Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge... Sample PDF
Online Interaction Styles: Adapting to Active Interaction Styles
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Chapter 9
Yuliang Liu
Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six... Sample PDF
Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning
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Chapter 10
Bo Kyeong Kim, Youngkyun Baek
Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its... Sample PDF
Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment
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Chapter 11
Jeannine Hirtle, Samuel Smith
Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for... Sample PDF
When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers
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Chapter 12
Luiz Fernando de Barros Campos
This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations.... Sample PDF
Could Web 2.0 Technologies Support Knowledge Management in Organizations?
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Chapter 13
Colleen Carmean
Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it... Sample PDF
E-Learning Design for the Information Workplace
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Chapter 14
Paraskevi Mentzelou, Dimitrios Drogidis
The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to... Sample PDF
The Impact of Information Communication Technology (ICT) to the Greek Educational Community
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Chapter 15
Richard Hartshorne, Haya Ajjan, Richard E. Ferdig
In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant... Sample PDF
Faculty Use and Perceptions of Web 2.0 in Higher Education
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Chapter 16
Susanne Markgren, Carrie Eastman, Leah Massar Bloom
In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in... Sample PDF
Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library
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Chapter 17
Betül C. Özkan
Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and... Sample PDF
Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age?
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Chapter 18
Hsiu-Ting Hung
The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores... Sample PDF
New Literacies in New Times: A Multimodal Approach to Literacy Learning
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Chapter 19
Rajani S. Sadasivam, Katie M. Crenshaw, Michael J. Schoen, Raju V. Datla
The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the... Sample PDF
Transforming Continuing Healthcare Education with E-Learning 2.0
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Chapter 20
Brian Smith, Peter Reed
The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase... Sample PDF
Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0
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Chapter 21
F. R. Nordengren, Ann M. York
This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of... Sample PDF
Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning
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Chapter 22
Kathryn Kennedy, Jeff Boyer, Catherine Cavanaugh, Kara Dawson
Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the... Sample PDF
Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers
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Chapter 23
Clara Pereira Coutinho
In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho... Sample PDF
Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice
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Chapter 24
Pearl Chen
This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as... Sample PDF
From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design
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Chapter 25
Carl Scott, Youmei Liu, Madhuri Kumar
This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of... Sample PDF
Authentic Learning in Second Life: A Constructivist Model in Course Design
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Chapter 26
C. Candace Chou
This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service... Sample PDF
Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course
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Chapter 27
Steve Chi-Yin Yuen, Harrison Hao Yang
Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction... Sample PDF
Using Blogfolios to Enhance Interaction in E-Learning Courses
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Chapter 28
Priti Srinivas Sajja
Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning... Sample PDF
Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML
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Chapter 29
Ivan Angelov, Sathish Menon, Michael Douma
This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups... Sample PDF
Finding Information: Factors that Improve Online Experiences
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Key Terms in this Chapter

Organizational Knowledge: The body of knowledge contained, but not categorized, within the members of an organization.

Bricolage: The construction of work or understanding, cobbled together from a diverse range of unrelated resources.

Social Network Analysis: The study and mapping of social structure through nodes and their ties. SNA is a numeric way to quantify connectivity for nodes (generally individuals or organizational entities) via specific ties to one or more types of interdependency (trust, values, affiliation, etc).

Emergent Knowledge: Understanding based on independent exploration and conclusions of agents operating in a learning environment; knowledge formed bottom-up and thus allowing more complex understandings as a collective.

Social media: Participatory software and technologies; also referred to as social technologies, Web 2.0, collaboration technology.

Knowledge Architecture: Construction of a digital environment designed to best capture, share, create a body of knowledge.

Informal Learning: Self-directed, often just-in-time and applied knowledge acquisition. Using the resources at hand to find what is needed to be known when it’s needed.

Affordance: Inherent usefulness of an object or tool related to those actions or possibilities which are readily perceivable by the user.

Tacit Knowledge: Knowledge which is only known through action by an individual and that is difficult to communicate to others; knowledge learned through experience.