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 kmr.nada.kth.se ADALE workshop at the AH conference, Dublin, 20 June, 2006,

ContextPurposeTarget groupEfficientKnowledgeLearningFantasiesInspiring Learning Process Designing Learning Processes to support the bridging between inspiring and efficient fantasies

How? Why? In order to satisfy which needs? What? For whom? Products Stakeholders From what? Events, refinement objects Resources that support refinement Information support, competencies, … Effect Using what? This slide is based on the Astrakan Process Modeling Technique Key modeling questions: 1. What products give which wanted effects for whom? 2. Integrating the effect goals into 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? B Y Top-down descriptions How well? 6

Analyze DevelopPerformEvaluate Pedagogical AspectsTools A B C D E F supported by … … Learning Process / Pedagogy / Tools

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

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

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

Learning Process Module Learning Goals Learning Process module creating output knowledge from input knowledge, using supporting knowledge B Y Effect InputKnowledgeSupporting Output Stakeholders Planned discussions? no yes Creating what? For whom? Why? From what? Using what? How? How well?

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?

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

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

HumanUpdatedProjectResourcesProposal Learning Needs from a workplace perspective Company Business Process Plan Internal Resource Allocation PhysicalFinancial Partially filled in process network X HR X PR X FR X HR PR FR * Approval

Typical Competence Gap Analysis Chart

GOAP Concepts vs. LD Constructs 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