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. © 2009 Springer Berlin Heidelberg.