"Learning design is currently slanted to reflect a course-based approach to learning," write Yongwu Miao and Heinz Ulrich Hoppe. But there are other approaches to learning design than those (such as LVDS) developed for teachers and those (such as IMS-LD) developed for automated learning processes. In particular, the authors examine whether learning design (and in particular IMS-LD) can be adapted to a workplace learning (WBL) paradigm (at least, one understood as "based on the socio-cultural understanding of learning rooted in Activity Theory as well as situated learning and the community of practice approach").
The idea is that "A WBL project may be defined and implemented in parallel to a real work project in the workplace," write the authors. I have long advocated an approach to learning where knowledge is developed and acquired in the application context. "The best place to learn forestry is in the forest." This paper is a good beginning to a model that describes how learning in such environments may be structured. As the authors argue, IMS-LD does not easily support an artefact construct. (p.200) "it is necessary to extend the language, at least, in the following dimensions: introducing the construct of ‘artefact', using a general construct ‘activity', adding more types of activity structures and replacing the ‘personal-property' with the ‘role-member-property'."
The idea is that "A WBL project may be defined and implemented in parallel to a real work project in the workplace," write the authors. I have long advocated an approach to learning where knowledge is developed and acquired in the application context. "The best place to learn forestry is in the forest." This paper is a good beginning to a model that describes how learning in such environments may be structured. As the authors argue, IMS-LD does not easily support an artefact construct. (p.200) "it is necessary to extend the language, at least, in the following dimensions: introducing the construct of ‘artefact', using a general construct ‘activity', adding more types of activity structures and replacing the ‘personal-property' with the ‘role-member-property'."
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