APOSDLE – learn@work: Firsthand Experiences and Lessons Learned

APOSDLE – learn@work: Firsthand Experiences and Lessons Learned

Stefanie Lindstaedt (Graz University of Technology, Austria) and Conny Christl (Innovation Service Network GmbH, Austria)
DOI: 10.4018/978-1-60960-547-6.ch003
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This chapter presents a domain-independent computational environment which supports work-integrated learning at the professional workplace. The Advanced Process-Oriented Self-Directed Learning Environment (APOSDLE) provides learning support during the execution of work tasks (instead of beforehand), within the work environment of the user (instead of within a separate learning system), and repurposes content which was not originally intended for learning (instead of relying on the expensive manual creation of learning material). Since this definition of work-integrated learning might differ from other definitions employed within this book, a short summary of the theoretical background is provided. Along the example of the company Innovation Service Network (ISN), a network of SME’s, a rich and practical description of the deployment and usage of APOSDLE is given. The chapter provides the reader with firsthand experiences and discusses efforts and lessons learned, backed up with experiences gained in two other application settings, namely EADS in France and a Chamber of Commerce and industry in Germany.
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2. Work-Integrated Learning

Building on theories of workplace learning such as Eraut (2007) and Colley et.al (2002) we conceptualize learning as a dimension of knowledge work which varies in focus (from focus on work performance to focus on learn performance), time available for learning, and the extension of learning guidance required. This learning dimension of knowledge work describes a continuum of learning practices which starts at one side with brief questions and task related to informal learning (work processes with learning as a by-product), and extends at the other side to more formalized learning processes (learning processes at or near the workplace). This continuum emphasizes that support for learning must enable a knowledge worker to seamlessly switch from one learning practice to another as time and other context factors permit or demand.

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