The E-learning Curve at Edublogs

In previous posts, I’ve suggested that knowledge workers under time-pressure and with high demands on their skills are motivated to continually educate themselves on new topics. In small- to mid-sized enterprises, for example, workers are required to learn new skills, behaviours and attitudes in the context of their functional tasks. As they do not necessarily [...]

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In previous posts, I’ve suggested that knowledge workers under time-pressure and with high demands on their skills are motivated to continually educate themselves on new topics. In small- to mid-sized enterprises, for example, workers are required to learn new skills, behaviours and attitudes in the context of their functional tasks. As they do not necessarily [...]

[Read more]

In previous posts, I’ve suggested that knowledge workers under time-pressure and with high demands on their skills are motivated to continually educate themselves on new topics. In small- to mid-sized enterprises, for example, workers are required to learn new skills, behaviours and attitudes in the context of their functional tasks. As they do not necessarily [...]

[Read more]

I guess it’s now time to move on to some of the “big picture” stuff and begin to outline how I characterise terms like “learning” and “e-learning.”
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In the field of organisational development, the terms ‘training’ and ‘learning’ are often used interchangeably: both broadly refer to the acquisition of new or enhanced knowledge, skills, attitudes [...]

[Read more]

I guess it’s now time to move on to some of the “big picture” stuff and begin to outline how I characterise terms like “learning” and “e-learning.”
—
In the field of organisational development, the terms ‘training’ and ‘learning’ are often used interchangeably: both broadly refer to the acquisition of new or enhanced knowledge, skills, attitudes [...]

[Read more]

I guess it’s now time to move on to some of the “big picture” stuff and begin to outline how I characterise terms like “learning” and “e-learning.”
—
In the field of organisational development, the terms ‘training’ and ‘learning’ are often used interchangeably: both broadly refer to the acquisition of new or enhanced knowledge, skills, attitudes [...]

[Read more]

It could be argued that components of Argyris’s and Schön’s position do not conform to the constructionist tradition, and it is possible to discern a positivist aspect to their thesis, particularly in the exposition of their notion of theory-in-use, which in my opinion exhibits characteristics of behaviourist patterns – for example B.F. Skinner’s ideas on [...]

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It could be argued that components of Argyris’s and Schön’s position do not conform to the constructionist tradition, and it is possible to discern a positivist aspect to their thesis, particularly in the exposition of their notion of theory-in-use, which in my opinion exhibits characteristics of behaviourist patterns – for example B.F. Skinner’s ideas on [...]

[Read more]

It could be argued that components of Argyris’s and Schön’s position do not conform to the constructionist tradition, and it is possible to discern a positivist aspect to their thesis, particularly in the exposition of their notion of theory-in-use, which in my opinion exhibits characteristics of behaviourist patterns – for example B.F. Skinner’s ideas on [...]

[Read more]

In Organizational learning: A theory of action perspective, Chris Argyris and Donald Schön suggest that each member of an organisation constructs their own representation of the actual, tacit, applied organisational behaviours, also called its “theory-in-use” (1978, p.16). Argyris and Schön modelled theory-in-use to investigate its three components:
Table

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