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Learning Layers

Scaling up Technologies for Informal Learning in SME Clusters

Learning Layers

Andreas. P. Schmidt (Karlsruhe University of Applied Sciences)

Christine Kunzmann (Pontydysgu Ltd.)

http://Learning-Layers.eu

Informal Learning at the

Workplace

• Informal learning is the most common form of learningat the workplace, although not in the focus of HR development

• It works well in smaller teams and companies, but hasits limits when it comes to scaling

• Informal learning takes place in personal learningnetworks, which are currently mainly face-to-face

• Informal learning still makes little use of digital resources

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Scaling Informal Learning

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Trials in two sectors

• Healthcareprimary care in UK(Leeds/Bradford)

• Constructiontraining center andSMEs in North Germany

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Learning Toolbox

Learning Toolbox allows for the definition,

use and reuse of flexible context related

and multi-paged sets of tiles that connect

dynamically into

- Tools

- Online services

- Content

- People

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Learning Toolbox in action

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Different tilesets can be made for different contexts and can be loaded into LTB manually or with help of sensors or QR-codes. Tiles can also be used to dynamically inject company-specific

content like manuals etc.

STÜWA

STÜWA

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Knowledge MaturingMaier & Schmidt 2014

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LivingDocuments

• Key idea promote knowledge maturing through enabling mixing of and transition between different phases

• Indicators – turn towards a user-driven approach

with personalized indicators – concepts: reliability, controversiality, maturity

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LivingDocuments

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Informal Learning and Trust

• Trust is a major aspect to consider whenscaling learning

– towards informal situations: from trusting training providers to trusting(unknown) peers

– towards larger networks:from trusting immediate contacts to extendednetworks

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Trust

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Trust indicators

• Results about trust

– Trust aggregates from various trustworthiness cues

– Trust propagates across trust relationship types

– Trust is even more critical for digital artefacts

• Design implications: Indicators andrecommendations

– Trust used to personalize system behaviour

– Trust and maturity cues particularly useful forcollaborators outside the “inner circle”

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Conclusions

• Scaling informal learning needs to addressthree major aspects

– How knowledge develops in networks

– How trust forms and influences activities

– How to cross and adapt to contexts

• Co-design processes involving users at all stages are crucial

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Contact

Andreas P. Schmidt

Karlsruhe University of Applied Sciences

Institute for Learning & Innovation in Networks

Moltkestr. 30

76133 Karlsruhe

phone: +49 (0)721 925-2914

mail: andreas.p.schmidt@ilin.eu

http://andreas.schmidt.name

Christine Kunzmann

Pontydysgu Ltd.

mail: kontakt@christine-kunzmann.de

http://christine-kunzmann.de