Learning Procesees and Processing Learning From Organizational Learning Needs to Learning Designs

1. ADALE workshop at the AH conference, Dublin, 20 June, 2006, Learning Procesees and Processing Learning From Organizational Learning Needs to Learning Designs Ambjörn Naeve Knowledge Management Research group (KMR) Royal Institute of Technology (KTH)Stockholm, Sweden Miguel-Angel Sicilia Information Engineering Research Unit Computer Science Dept., University of Alcalá Madrid, Spain http:// kmr.nada.kth.se

2. Knowledge Learning Inspiring Efficient Fantasies Context Purpose Target group Designing Learning Processesto support the bridging between inspiring and efficient fantasies Learning Process

3. 6 Key modeling questions: 1. Whatproducts give whichwanted effects for whom? 2. Integrating the effect goalsinto a balanced goal model. 3. How should the process be performed in order to reach its goals? 4. What support makes executing the process a useful activity? 5. What assets can we build on? 6. Assessment: How well did the effects satisfy the needs? 5 4 3 2 1 This slide is based on the Astrakan Process Modeling Technique Why? How well? In order tosatisfy which needs? For whom? Stakeholders What? Y How? From what? B Effect Events,refinement objectsEvents,refinement objects Resources that support refinement Information support, competencies, … Products Top-down descriptions Using what?

4. Aspects Tools Learning Process / Pedagogy / Tools Analyze Develop Perform Evaluate Pedagogical A B supported by C … D E F …

5. Quality certificates Knowledge gap Learning offerings Under- standing Learning needs analysis Learning preparation and contentdevelopment Learning process execution Learning assessment and certification Knowledge roles Cartographer Librarian Composer Coach Preacher Plumber Developer Infrastructures Edutella Frameworks Instantiating pedagogical aspects & tools SCAM SHAME Tools Formulator Confolio Conzilla VWE Flash meeting

6. Process Goals Stakeholders Output Supporting Input Resources Process Module creating Output Resources from Input Resources, using Supporting Resources Why? For whom? How well? Creatingwhat? How? Y From what? Process Module yes B Effect no Using what? Refined in the module?

7. Learning Goals Stakeholders Output Supporting Input Resources Learning Process module creating OutputLRs from Input LRs, using Supporting LRs Why? For whom? How well? How? Creatingwhat? Y Learning Process Module From what? yes B Effect no Using what? Refined in the module? Learning

8. Learning Goals Stakeholders Output Supporting Input Knowledge Learning Process module creating outputknowledge from input knowledge, using supporting knowledge Why? For whom? How well? How? Creatingwhat? Y Learning Process Module From what? yes B Effect no Using what? Planned discussions?

9. Process module interfaces connecting process modules into networked services • Producing what?What output resources give which wanted effects for whom? • Why? Which needs for whom are being satisfied? • How? How should the process be performed to reach whose goals? • From what? Which input resources from whom should be refined in the process? • Using what? Which supporting resources from whom should facilitate the process? • How well? How well did the output resources satisfy whose needs?

10. Goals Stakeholders Output Input Stakeholders Stakeholders Stakeholders Support Process module with stakeholder matrices Process Module

11. Goals Process module Goals Stakeholders Stakeholders Stakeholders Stakeholders Input Input Input Output Output Output Stakeholders Stakeholders Stakeholders Stakeholders Goals Support Support Support Stakeholders Stakeholders Stakeholders Stakeholders Process module Service process network connected through stakeholder matrices Process module

12. Plan Project Updated Partially filled inprocess network Proposal Approval Resources Human Physical Financial Learning Needs from a workplace perspective Internal ResourceAllocation X * HRX PRX FRX Company Business Process HR PR FR

13. Typical Competence Gap Analysis Chart

14. The objectives and prerequisites of LD in the context of organizational learning need to be expressed in some language of measurable goals and outcomes Learning activities are part of business processes of a different nature, which may include not only learning but also other KM activities as dissemination, knowledge validation or knowledge use From the viewpoint of the run-time environment, there is a need for traceability across several learning designs Learning objects require some additional metadata that is able to describe its degree of “validation” as understood in KM validation processes Integration with project management and work calendars is required for workplace learning GOAP Concepts vs. LD Constructs