Workplace learning happens in the process and context of work, is multi-episodic, often informal, problem based and takes place on a just-in-time basis. While this is a very effective means of delivery, it also does not scale very well beyond the immediate context. We review three types of technologies that have been suggested to scale learning and three connected theoretical discourses around learning and its support. Based on these three strands and an in-depth contextual inquiry into two workplace learning domains, health care and building and construction, four design-based research projects were conducted that have given rise to designs for scaling informal learning with technology. The insights gained from the design and contextual inquiry contributed to a model that provides an integrative view on three informal learning processes at work and how they can be supported with technology: (1) task performance, reflection and sensemaking;(2) help seeking, guidance and support; and (3) emergence and maturing of collective knowledge. The model fosters our understanding of how informal learning can be scaled and how an orchestrated set of technologies can support this process.

Our design proposal of social augmented reality (SoAR) grows from the observed difficulties of practical applications of augmented reality (AR) in workplace learning. In our research we investigated construction workers doing physical work in the field and analyzed the data using qualitative methods in various workshops. The challenges related to learning in the construction sites were: sharing of specific situation processes or details, need of direct communication channel over distance and support for social appraisal. The second result of the study is a prototype. SoAR is a design solution, an application for smart phones. The primary target for the SoAR design builds on the discoveries and idea that current AR developments in the area should focus on enhancing human-to-human interactions: messages, gestures, words and other small elements of communication. We present the current SoAR prototype that enhances video calls with overlaid drawings therefor SoAR is a tool for asking and providing guidance in context-reliant work situations. Our guiding theoretical framework is drawing from phenomenological discussion dealing with embodied interaction expanded by a process of research-based design. IntroductionA meaningful blend of learning and working at the same time has been and still is one of the challenges in workplace learning. Workplace contexts are often unstructured environments, but nearly always not structured for learning (Eraut, 2004). Knowledge that is acquired at work and through working is informal and multiepisodic (Kooken et al, 2007), meaning that competences arise as employees learn to connect and reflect upon different workplace episodes (Eraut, 2000). Efficiency at work tasks in hand has a priority over learning, therefore the support for informal learning should be designed to appear naturally when a need arises, to support the task performance and to be contextualized into the environment. Technology enhanced social interaction may support knowledge exchange or sharing among peers (Welsh et al, 2003). In order to find out how the informal learning could manifest in the realm of construction work, we studied three construction sites and construction companies in their offices, in addition to the four interviews with managers from unions, associations in the process of designing novel solutions for informal learning. We present the design framework and describe the investigation process and prototype design solutions followed by future expectations. The results of the study are twofold. At first the study enlightens challenges in a construction work on which augmented reality (AR) tools can

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Abstract. While several technological advances have been suggested to scale learning at the workplace, none has been successful to scale informal learning. We review three theoretical discourses and suggest an integrated systems model of scaffolding informal workplace learning that has been created to tackle this challenge. We derive research questions that emerge from this model and illustrate these with an in-depth analysis of two workplace learning domains.

LeMill is an open source OER repository where the emphasis has been placed on designing a service to meet the actual needs of teachers preparing for classes. The development of LeMill has utilized open, collaborative, and iterative design methods and many features have been refined or redesigned during the process. Emphasis on design work has helped LeMill avoid and fix problems that generally pester OER repositories because of their origins as learning object repositories. The authors recognize that LeMill, as an open source project, has had the rare benefit of a long, structured dissemination phase incorporating actual teacher training. Even when developers and designers try to keep teachers in mind, actual behavioral patterns and needs appear only after the service has been in use. Therefore systems should initially be flexible enough to allow changes resulting from new findings.