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Scaling Informal Learning : An Integrative System View on Scaffolding at the Workplace

Scaling Informal Learning : An Integrative System View on Scaffolding at the Workplace. i-KNOW Conference, September 2013.

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Scaling Informal Learning : An Integrative System View on Scaffolding at the Workplace

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  1. Scaling Informal Learning: An Integrative System View on ScaffoldingattheWorkplace i-KNOW Conference, September 2013 Tobias Ley, John Cook, Sebastian Dennerlein, Milos Kravcik, Christine Kunzmann, Mart Laanpere, Kai Pata, Jukka Purma, John Sandars, Patricia Santos, Andreas Schmidt

  2. Project Coordination Project Consortium Learning Technology Research Scaling Partners Regional Application Clusters Health Care – Leeds Construction & Building – Bremen Technology Partners Basiskarte: digitale-europakarte.de

  3. The Dilemma of Informal Learning at the Workplace • eLearning for Workplace Learning follows traditional training models • Based on direct instruction, courses and transfer of face-to-face interaction to onscreen interaction [Kraiger 2008] • Scales through reliance on standardized materials • However, most learning (esp. in SMEs) is informal • Connected to work practices, multi-episodic, just-in time [Hart 2011, Kooken 2009] • Passing on of skills between experienced workers [Attwell & Baumgartl 2011] • Does not scale well beyond immediate context individualized does not scale highly effective not persistent contextualized few benefit motivating expensive

  4. Example: Scaling informal learning in the regional building and construction ecosystem Interacting with People at the workplace Paul discovers a problem at the construction site with PLC equipment ... Generating dynamic Learning Material The regional training center observes the Q&A and links it to their course material ... Interacting in the Physical Workplace Physical workplace is equipped with QR tags, learning materials are delivered just in time ... Tutorial: How to Use PLC What is PLC How to use it? Examples Further Information Hot Questions and Answers • Q: How to use PLC equipment …? • I have seen this before here … • Last time I did it, I … • Here is something helpful Maturing • A list of helpful resources • Tutorials: How to use … • Persons: Peter, Mary, … • Work Practice: Installation,.. • Concepts: PLC, Lightning • Q&A: …, Social Semantic Layer Emerging shared meaning, givingcontext Peter X3-PVQ X3-PJC Mary • Instructional Taxonomy • What is … • How to … • Example of … • Work Practice Taxonomy • Installation • Testing • Operation PLC Equipment X3-POZ Paul Energy Consumption Lightning

  5. Theoretical Perspectives on Scaffolding Learning Workplace Learning PerspectiveLearning Episodes and Learning Flows Theoretical Perspectives on Scaffolding Technological Perspectives on Scaling • Pedagogical Perspective • Temporal support structures guide the learning process and fade as expertise develops • Theoretical Perspectives: Zone of Proximal Development, Self-regulated Learning • Adaptive Learning Technologies • Scale teacher guidance • Community and Social Network Perspective • Support Structures develop as a result of social practices negotiated in communities • Theoretical Perspectives: Communities of Practice, Knowledge Maturing, Social Networks • Social Networks and Network Sites • Scale inter-personal interactions and negotiations • Semantic Technologies • Scale meaning making and knowledge development • Cognitive Perspective • Collective Learning as an interaction between individual knowledge and artefacts • Theoretical Perspectives: Distributed Cogniton, Knowledge Co-Evolution

  6. Integratingdifferent perspectives on scaffolding for scaling Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Laanpere, M., … Schmidt, A. (2013). Scaling Informal Learning: An Integrative Systems View on Scaffolding at the Workplace. In D. Hernández-Leo, T. Ley, R. Klamma, & A. Harrer (Eds.), Proceedings of the 8th European Conference on Technology-enhanced Learning (pp. 484–489). Heidelberg: Springer.

  7. Integrated Scaffolding Model: Keyresearch aspects • How collective knowledge is used for individual scaffolding interaction? • How individual interactions are aggregated to form collective knowledge?

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