Scaling Informal Learning
Theory, Models and Scenarios
We addressed the objective of scaling informal learning by examining the interactions between these different learning contexts, and by providing better support for learning that crosses contextual boundaries.
For example, when groups build knowledge, then each individual also expands their knowledge about the subject matter. When organizations join cross-organizational networks, then they may change their work practices when sharing knowledge with others; or when organizations provide ways to connect learning with work practices, then they help make learning more contextualized and meaningful.
Figure 1 illustrates the concepts with which we describe and explain the contributions to our understanding of informal learning as well as to the design of tools in support of such learning. All concepts particularly focus on bridging between learning contexts to enable scaling.
Figure 1: Interactions between learning contexts and our conceptualizations
The following articles address these interactions in various ways and provide an overview of the concepts we developed and the evidence we have collected over the previous four years:
- Contextual Learning in the Construction Industry
- Supporting Action-Oriented Learning in Apprentice Training
- Sensemaking and Meaning Making in Informal Workplace Learning
- Individual and Collective Learning in Collaborative Knowledge Building
- Zone of Possibility
- Progressive Inquiry and Knowledge Building
- Knowledge Maturing in Collaborative Spaces
- Changing and Sustaining Practices in the Healthcare and Construction Sectors
- Organisational Learning and Cooperation at a Construction Site
- Knowledge Sharing & Protection in Networks of Organizations
- Knowledge Appropriation for Scaling Informal Workplace Learning