Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning

Kaschig, Andreas; Maier, Ronald; Sandow, Alexander; Brown, Alan; Ley, Tobias; Magenheim, Johannes; Mazarakis, Athanasios; Seitlinger, Paul

doi:10.1007/978-3-642-33263-0_15

Cited by 5 publications

(7 citation statements)

References 24 publications

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“…Yet, the teacher must keep a balance between teacher control and learner autonomy in order to retain the effectiveness of self-regulated learning (Drexler, 2010). Similar arguments have been presented in organizational and workplace learning domains where a balance between individually driven learning and organizational guidance has been captured in concepts of knowledge maturation (Kaschig et al, 2012;Schmidt et al, 2009).…”

Section: Introductionmentioning

confidence: 81%

Sustaining teacher control in a blog-based personal learning environment

Tomberg

Laanpere²,

Ley³

et al. 2013

IRRODL

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Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role of the teacher is being transformed into that of a facilitator. This change inevitably means a reduced level of control on the part of the teacher. This is evidenced, for example, in difficulties experienced in retaining the necessary levels of control when the learning process moves away from institutionally maintained systems to blog-based personal learning environments. In conducting a course in a formal education setting however, it is still essential for the teacher to retain control over certain learning activities, such as course enrolment, assignments, and the assessment process.A course management plug-in for the WordPress blog platform called LePress was designed and developed as a possible solution to this problem. By using LePress, teachers are able to more easily manage and coordinate courses in a distributed blog-based environment. Teachers are able to regain control over some important aspects of online course management, while maintaining the learners’ freedom and choice for self-directed learning. This paper documents the results of a survey of a group of 37 teachers who used LePress for at least six months. The study demonstrates that by using LePress, teachers experienced an enhanced level of control over several aspects of the course and this reinforced their perception about the ease of use of the system.

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Section: Introductionmentioning

confidence: 81%

Sustaining teacher control in a blog-based personal learning environment

Tomberg

Laanpere²,

Ley³

et al. 2013

IRRODL

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Section: Resultsmentioning

confidence: 85%

IRRODL Volume 14, Number 3

Authors

2013

IRRODL

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“…Its theoretical roots lie in knowledge creation theories. Moreover, its design was based on a number of additional empirical studies, such as in-depth case studies of workplace and organizational learning (e.g., Kaschig et al, 2012) and a number of design-based research activities in several contexts . These studies contributed to the understanding of how individual, group, and organizational learning are intertwined in knowledge creation.…”

Section: The Sssmentioning

confidence: 99%

“…These studies contributed to the understanding of how individual, group, and organizational learning are intertwined in knowledge creation. To name just a few examples, the studies found out how professionals make sense of experiences and informally learn from them (Dennerlein et al, 2014), how help-seeking happens in professional (Santos et al, 2016), and how organizations create boundary objects to facilitate knowledge sharing (Kaschig et al, 2012). The SSS was designed by deriving requirements from the tools and services needed to support these empirical studies.…”

Section: The Sssmentioning

confidence: 99%

An Infrastructure for Workplace Learning Analytics: Tracing Knowledge Creation with the Social Semantic Server

et al. 2019

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In this paper, we propose the Social Semantic Server (SSS) as a service-based infrastructure for workplace and professional learning analytics (LA). The design and development of the SSS have evolved over eight years, starting with an analysis of workplace learning inspired by knowledge creation theories and their application in different contexts. The SSS collects data from workplace learning tools, integrates it into a common data model based on a semantically enriched artifact-actor network, and offers it back for LA applications to exploit the data. Further, the SSS design's flexibility enables it to be adapted to different workplace learning situations. This paper contributes by systematically deriving requirements for the SSS according to knowledge creation theories, and by offering support across a number of different learning tools and LA applications integrated into the SSS. We also show evidence for the usefulness of the SSS extracted from 4 authentic workplace learning situations involving 57 participants. The evaluation results indicate that the SSS satisfactorily supports decision making in diverse workplace learning situations and allow us to reflect on the importance of knowledge creation theories for this analysis. Notes for Practice• We propose the Social Semantic Server (SSS) as a service-based infrastructure for workplace and professional learning analytics (LA) that focuses on knowledge creation theories.• We identify the requirements for the SSS and present its design and development.• We evaluated the SSS by integrating a set of learning tools and LA applications into the SSS and using it in 4 authentic workplace learning situations involving 57 participants.

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Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning

Cited by 5 publications

References 24 publications

Sustaining teacher control in a blog-based personal learning environment

Sustaining teacher control in a blog-based personal learning environment

IRRODL Volume 14, Number 3

An Infrastructure for Workplace Learning Analytics: Tracing Knowledge Creation with the Social Semantic Server

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