Advertisement

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

  • Tobias Ley
  • John Cook
  • Sebastian Dennerlein
  • Milos Kravcik
  • Christine Kunzmann
  • Mart Laanpere
  • Kai Pata
  • Jukka Purma
  • John Sandars
  • Patricia Santos
  • Andreas Schmidt
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8095)

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.

Keywords

Workplace Learning Informal Learning Scaffolding Scaling 

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Kraiger, K.: Transforming our models of learning and development: Web-based in-struction as enabler of third-generation instruction. Industrial and Organizational Psychology 1(4), 454–467 (2008)CrossRefGoogle Scholar
  2. 2.
    Kooken, J., Ley, T., de Hoog, R.: How Do People Learn at the Workplace? Investigating Four Workplace Learning Assumptions. In: Duval, E., Klamma, R., Wolpers, M. (eds.) EC-TEL 2007. LNCS, vol. 4753, pp. 158–171. Springer, Heidelberg (2007)CrossRefGoogle Scholar
  3. 3.
    Attwell, G., Baumgartl, B., Balica, M., Figueira, E., Grollmann, P., Kämäräinen, P., van Elk, L.: Creating Learning Spaces: Training and Professional Development for Trainers. Navreme, Vienna (2008)Google Scholar
  4. 4.
    Eraut, M.: Editorial. Learning in Health and Social Care 4(1), 1–6 (2005)CrossRefGoogle Scholar
  5. 5.
    Attwell, G.: New roles for vocational education and training teachers and trainers in Europe: A new framework for their education. J. of Europ. Industrial Training 21(6/7), 256–265 (1997)CrossRefGoogle Scholar
  6. 6.
    Hague, C., Logan, A.: A review of the current landscape of adult informal learning using digital Technologies. General Educators Report (2009)Google Scholar
  7. 7.
    Wood, D., Bruner, J.S., Ross, G.: The role of tutoring in problem solving*. J. of Child Psychology and Psychiatry 17(2), 89–100 (1976)CrossRefGoogle Scholar
  8. 8.
    Collins, A., Brown, J.S., Newman, S.E.: Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In: Resnick, L.B. (ed.) Knowing, Learning, and Instructions: Essays in Honor of Robert Glaser, pp. 453–494. Erlbaum (1989)Google Scholar
  9. 9.
    Azevedo, R., Hadwin, A.F.: Scaffolding self-regulated learning and metacognition–Implications for the design of computer-based scaffolds. Instructional Science 33(5), 367–379 (2005)CrossRefGoogle Scholar
  10. 10.
    Puntambekar, S., Hubscher, R.: Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? Educational Psychologist 40(1), 1–12 (2005)CrossRefGoogle Scholar
  11. 11.
    Wenger, E.: Communities of practice: Learning as a social system. Systems Thinker 9(5), 2–3 (1998)Google Scholar
  12. 12.
    Nardi, B.A., Whittaker, S., Schwarz, H.: NetWORKers and their activity in intensional networks. Computer Supported Cooperative Work 11(1-2), 205–242 (2002)CrossRefGoogle Scholar
  13. 13.
    Schmidt, A., Hinkelmann, K., Ley, T., Lindstaedt, S., Maier, R., Riss, U.: Conceptual Foundations for a Service-oriented Knowledge and Learning Architecture: Supporting Content, Process and Ontology Maturing. In: Pellegrini, T., Auer, S., Tochtermann, K., Schaffert, S. (eds.) Networked Knowledge - Networked Media. SCI, vol. 221, pp. 79–94. Springer, Heidelberg (2009)CrossRefGoogle Scholar
  14. 14.
    Mandl, H., Spada, H.: Wissenspsychologie. Psychologie Verlags Union (1988)Google Scholar
  15. 15.
    Halverson, C.A.: Activity theory and distributed cognition: Or what does CSCW need to DO with theories? Comp. Supported Coop Work 11(1-2), 243–267 (2002)CrossRefGoogle Scholar
  16. 16.
    Vosniadou, S.: The cognitive-situative divide and the problem of conceptual change. Educational Psychologist 42(1), 55–66 (2007)CrossRefGoogle Scholar
  17. 17.
    Rasmussen, J.: The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor. J. of Curriculum Studies 33(5), 569–582 (2001)CrossRefGoogle Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2013

Authors and Affiliations

  • Tobias Ley
    • John Cook
      • 1
    • Sebastian Dennerlein
      • 2
    • Milos Kravcik
      • 3
    • Christine Kunzmann
      • 4
    • Mart Laanpere
      • Kai Pata
        • Jukka Purma
          • 5
        • John Sandars
          • 6
        • Patricia Santos
          • 1
        • Andreas Schmidt
          • 7
        1. 1.University of the West of EnglandUK
        2. 2.Graz University of TechnologyAustria
        3. 3.RWTH Aachen UniversityGermany
        4. 4.PontydysguUK
        5. 5.Aalto UniversityFinland
        6. 6.University of LeedsUK
        7. 7.Karlsruhe University of Applied SciencesGermany

        Personalised recommendations