Introduction to discourse on transforming K-12 learning by feeding ideas from CSCL at work (Gerhard)
Ch 1 Conceptual Framework for CSCL at work
Ch 2 How to apply these case studies for radical workplace learning
Ch 3/Case Petex (Jahnke)
Ch 4/ Case Facebook Corporate Policy (Gurzick)
Ch 5/Case Pivotal Decisions (Lund)
Ch 6/Case Mammography (Proctor)
Ch 7/Case WoW and Informal Learning (King)
Ch 8/ Case Rural Technology Workers (Goggins)
Ch 9/Case Nurturing Learning Communities (Prasolova-Førland)
Ch 10/Case ePortfolio System Administrator (Schleiff & Wanken)tion
Ch 11 New Challenges for Researchers (Goggins)
Introduction to discourse on transforming K-12 learning by feeding ideas from CSCL at work.- Conceptual Framework for CSCL at work.- How to apply these case studies for radical workplace learning.- Case Study: Petex.- Case Study: Facebook Corporate Policy.- Case Study: Pivotal Decisions.- Case Study: Mammography.- Case Study: WoW and Informal Learning.- Case Study: Rural Technology Workers.- Case Study: Nurturing Learning Communities.- Case Study: ePortfolio System Administrator.- New Challenges for Researchers.
This book is an edited volume of case studies exploring the uptake and use of computer supported collaborative learning in work settings. This book fills a significant gap in the literature. A number of existing works provide empirical research on collaborative work practices (Lave & Wenger, 1987; Davenport, 2005), the sharing of information at work (Brown & Duguid, 2000), and the development of communities of practice in workplace settings (Wenger, 1998). Others examine the munificent variation of information and communication technology use in the work place, including studies of informal social networks, formal information distribution and other socio-technical combinations found in work settings (Gibson & Cohen, 2003).
Another significant thread of prior work is focused on computer supported collaborative learning, much of it investigating the application of computer support for learning in the context of traditional educational institutions, like public schools, private schools, colleges and tutoring organizations. Exciting new theories of how knowledge is constructed by groups (Stahl, 2006), how teachers contribute to collaborative learning (reference to another book in the series) and the application of socio-technical scripts for learning is explicated in book length works on CSCL. Book length empirical work on CSCW is widespread, and CSCL book length works are beginning to emerge with greater frequency.
We distinguish CSCL at Work from prior books written under the aegis of training and development, or human resources more broadly. The book aims to fill a void between existing works in CSCW and CSCL, and will open with a chapter characterizing the emerging application of collaborative learning theories and practices to workplace learning. CSCL and CSCW research each make distinct and important contributions to the construction of collaborative workplace learning.
Each chapter presents a case study for some element of CSCL at work
Research questions clearly delineated and answered within the case studies
Bridges the gap between CSCL and CSCW
Chapters represent presentations at the CSCW conference, after undergoing substantial revision and reworking