Lahn, Leif Chr. Institute for educational research/InterMedia University of Oslo

1. Tales of e-learning at work. Evaluating the development of web-based learning environments in Norwegian industrial companies. • E-learning in working life. • The NEMLIG-project and its institutional context. • Design of the project • Outcomes: The learning arena prototype and methods for participative design of learning environments. • Experiences of users • Conclusions about work-integrated online learning. Lahn, Leif Chr. Institute for educational research/InterMedia University of Oslo

2. E-learning in working life. • Studies of e-learning at the work place • Learning management systems • Course ware marketed as ”work based learning” • Knowledge sharing

3. The NEMLIG-project and its institutional context • Aims: Develop online learning environments in the work place taking informal learning as a point of departure Improve methods for participative system development in this area. • Cross-disciplinary research group: computer science, educational science, ethnology and psychology • Social partners at different levels involved in various roles. One of the spearhead projects of the Norwegian Competence Reform (life long learning and documentation of real competence).

4. NFR – Industial research Union of graphical workers and Competence Reform Researchers from Informatiics Education Folkloristics Online education providers Research forum Project management Printing compani Colour management Pedagogical platform State of the art Design of project development tool Evaluation design Printing compani Web design Engineering Project management Union municipality Use of internet. Repair work shop Maintenance Newspaper Lay-out programs 1999 2000 2001 2002 LAP (Learning in the work place) The overall structure • Aims: Develop online learning environments in the work place taking informal learning as a point of departure Improve methods for participative system development in this area. • Cross-disciplinary research group: computer science, educational science, ethnology and psychology • 6 pilots going through phases of mapping, design, test and evaluation in different sectors: Companies from graphical and media industries, a large engineering company, a subsidiary of the national railway and the largest union in Norway (municipal workers) as a non-industrial contrast case Running from 1999-2002. • Dialogue tool and course ware • Data collected through a wide range of methods.

5. Learning content Scenario Evaluation Pedagogical design basis Test script Work process analysis Tests Prototype of learning arena Learning process analysis User participation in systems development Developmental design

6. Query text of apprentice ”Master” who could respond to the query WebTopTrainer Production/up-dating and administration of net-based courses Query responses ------------------------ ------------------------ Database Outcomes: The prototype and methods for participative design • Storytelling and scenario-thinking about future work encouraged thorugh focus groups interviews and different ways of vizualising future options. • The stories and learning histories produced were of a different kind than the ones expected by researchers, for example straight forward work descriptions, local translations of metanarratives like ”learning organisations”.

7. How was the new learning environment used? • Usually the workers turned to the course ware, printed out the material and solved some of the exercises. • They allocated time for ”going through the stuff” and did not enter the arena in order to solve challenges in their job. • There was little communication between workers (learner-learner, learner-masters) in the arena.

8. How did the workers experience the new learning environment? • In general workers were positive to the new tools and wanted a work-integrated solution even if they acted in a ”school-like” manner. • Flexibility was appreciated and the need for blended learning highlighted. • Multi-media applications and self-test functions were seen as useful. • Divergent opinions about the need for learning through communication (synchroneous and asynchroneous) online with other learners or masters.

9. Why did they choose the ”school-like” alternatives? • Dilemmas in work organisation. Specialisation of tasks and expert domains E-learning in the turmoil of business innovations Trust and interorganisational communication. • Dilemmas in user-friendly design. On-line communication and visual problem solving. Learning tools need to be robust and transparent. Little tolerance for trial and error. Particpative construction of the learning content dependent on ”critical mass” • Dilemmas in participative design methodology. Linear models and bottom-up processes Participative methods as imposed narratives

10. Participative design for work-based (e)-learning • Parallel learning • Anchoring • Dilemmas and ways out • Implementation and development as continuous activities • Integrated evaluation