Designing eStrategies for Learning Organisations

Collaboration Européenne au Soutien des Stratégies D’enseignement Numérique — by Deborah Arnold — last modified 30-04-2008 16:41

 

Travailler, Manager, Apprendre Autrement: Les Enjeux de la Formation Dans la Société de la Connaissance et L'économie 2.0 — by Richard Collin — last modified 30-04-2008 16:41

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Communities of Practice. Using the Open Web as a Collaborative Learning Platform — by Rachel Panckhurst — last modified 30-04-2008 16:44

Since May 2007 the authors of this paper have explored the use of social networks in three different educational contexts and evaluated the relative merits and challenges of social networking within the context of higher education professional development programmes (Montpellier 3 University in France and University of Hull in Great Britain). This paper compares and contrast the following three case studies and through this analysis will explore the process of setting up the networks and the resulting online interaction

Knowledge Management, e-Learning, Deux des Voies de La Competence — by Pierre Prevel — last modified 30-04-2008 15:40

Actuellement, les problématiques du Knowledge Management et du e-learning tendent à converger. Mais les points de rencontre de ces deux approches et leurs apports respectifs à l’entreprise sont encore mal connus. Notre article vise à montrer que l’articulation de ces deux approches complémentaires dans une approche globale des compétences de l’entreprise.

Gérer l'employabilité Interne Dans un Groupe de Service Grâce aux Technologies — by Philippe Riveron — last modified 30-04-2008 15:51

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LOL@: Cultiver l’Autonomie en Apprenant — by Dominique Rorive — last modified 30-04-2008 16:19

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No Future Learning without Present Staff – The Role of Faculty in University Innovation — by Dirk Schneckenberg — last modified 30-04-2008 16:38

Based on findings from a large-scale international survey on eCompetence measures, the key assumption of this paper is that a successful development of eStrategies and management of technology-driven innovation in universities depends on their ability to actively involve faculty in the organisational change process. The motivation of academic teachers to acquire eCompetence and to use eLearning depends on a portfolio of institutional incentives and learning environments that universities offer. Two essential preconditions need to be met to attain the active faculty involvement in eLearning innovation: first, faculty members need to become aware on the technology-driven change and potential of eLearning in higher education - they need to develop eCompetence; and second, they need to make persistent use of the potential of ICT in their personal work routines and teaching practice.

Informal Learning in the Workplace. The Positive Benefits for Companies and Individuals Through Recognition and Validation. — by Margaret Simmonds — last modified 30-04-2008 16:53

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Talent Shortages: How to Make the Best Use of the Talent you Have — by Roger Strathausen — last modified 30-04-2008 16:56

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Tacit Knowledge, Learning Experiences, Scaffoldings and Wireless Connections: How Work Contexts Can Influence Workers’ Informal Learning and Suitable Technologies can Enhance Learning Organisations — by Marinoni Clementina — last modified 30-04-2008 17:03

The paper describes a project that aimed to develop a knowledge management system, which also became a continuous learning experience supporting workers and organisation growth over time. The project was developed within the Leonardo da Vinci Programme and addressed a very particular business context: work safety and occupational health within “shipyards”.

Resluts that Count — by Sara Vanholder — last modified 30-04-2008 17:07

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L'utilisation d'un Environnement Numerique de Travail Deploiement d’un Dispositif Different Pour le Developpement de Competences — by Anissa Boualit — last modified 30-04-2008 17:16