Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. Noticing the past to manage the future 137 B. Burge (eds), Discourse, Tool and Reasoning: Essays on situated cognition (pp. 41–62). New York, NY: Springer. Vološinov, V. N. (1973). Marxism and the Philosophy of Language. New York, NY: Seminar Press. (Original work published in 1929.) Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press. (Original work published in 1934.) Wenger, E. (1998). Communities of Practice. Learning, meaning and identity. Cambridge: Cambridge University Press. Wertsch, J. V. (1998). Mind as Action. New York, NY: Oxford University Press. Wittgenstein, L. (1981). Zettel. Oxford: Blackwell. Wittgenstein, L. (1980). Culture and Value. Oxford: Blackwell. Zuboff, S. (1988). In the Age of the Smart Machine. The future of work and power. New York, NY: Basic Books. Transcript legend (()) Transcriber’s comments etc. (.) Untimed audible pause, longer noted in seconds, e.g. (1.5) [] Simultaneous utterances , Continuing intonation Question intonation : Prolonged sound - Cut- off sound or word Italics Emphasized word or syllable (xx) Inaudible word/s ¤ ¤ English word used originally . . . Omitted parts of interaction * * Laughter in voice
For EARLI members only. Not for onward distribution. Chapter 9 Design and use of an integrated work and learning system Information seeking as critical function Anders I. Mørch and Mari Ann Skaanes Introduction Since the introduction of the World Wide Web in the mid- 1990s, online (webbased) learning has attracted a great deal of interest in the Norwegian service industries and many companies are now pursuing webbased training for their staff. We use the term “webbased learning portal” and “web portal,” to refer to the technology that aims to mediate work and learning. We show that this form of technology can strengthen the integration of work and learning when part of the work is computer- based, which is increasingly becoming commonplace in many organizations. We extend the previous research with a focus on socio- technological contexts within the service industry area. This includes a design approach of web portals and a conceptual framework for analysis of the adoption process. In such a dynamic context, as the service industry represents as a result of frequent customer interaction, it makes sense to distinguish among types of work: here, we make a distinction between primary work and secondary work. Primary work refers to the compulsory tasks to be accomplished during a workday. Secondary work is work that is focused on training and learning. This ranges from organization- wide knowledgemanagement practices on one end to that organization’s individual employees and project groups on the other (see the introduction in this book about the social organization of learning). A contribution of this chapter is to treat learning as a form of work that is associated with gap- closing primary and secondary work, participate in the design and implementation of an integrated work and learning system, and study its adoption and use in terms of specific secondary work characteristics: adaptation (Gasser, 1986), articulation (Strauss, Fagerhaugh, Suczek & Weiner, 1985; Suchman, 1996), and information- seeking. Background and context This chapter presents and analyzes data from a three- year Norwegian project, Learning and Knowledge Building at Work, carried out between 2001 and 2004. This project was organized as a consortium of two companies in the service
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Learning Across Sites: New tools, infrastructures and practices - Earli

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