section6

**Section 6:** Keeping pace with the changing global scenario: Learning in workplace
Section abstract:

The academic discourse on education in general and technology and learning in particular tends to focus almost exclusively on academic learning. The purpose of this section is to highlight the research opportunities and challenges in the field of workplace learning and how emerging technologies have affected it. This section will focus on three principal areas related to workplace learning: (1) the critical differences, from a pedagogical perspective, between academic learning and workplace learning, which will be located on two dimensions - time and depth, //i.e.// the compression of content to shorter durations,and the depth of knowledge acquisition; (2) the types of learning embraced by the workplace, which are driven by work conditions and the need to compress the lag time between learning and applying that learning; (3) the use of technology in workplace learning, which is different from the academia because of the work conditions, time devoted to learning and the pragmatic approach to learning.

Chapter Title: Developing a Personal Learning Network Author(s): Elizabeth Langran, Ph.D, Fairfield University Abstract:

The modern workplace has an increased requirement for adaptability as in many fields the pace of change and the relevant knowledge base for practice is increasing. Professionals are unlikely to encounter well-defined tasks to which they can apply their specialized knowledge from their academic training; instead, they must be able to “choose among multiple approaches to practice or devise his own way of combining them” (Schön, 1983, p. 17). As professionals try to solve complex novel problems encountered in their workplace, they can use technology to facilitate a personal learning network (PLN). PLNs make use of social networking websites and tools, allowing learners to personalize their learning resources, create community around common professional interests and areas of inquiry, and even attain professional development goals. Whether it is to keep current in one’s field, broadcast a question or request for a resource to others, or participate in professional development sessions, all can occur independent of geography (though many sites in use tend to be English-dominant). PLNs allow opportunities for leadership among the participants. The vast amount of information available can be overwhelming, so strategies to manage PLNs are essential. Schön, D. (1983). //The reflective practitioner: How professionals think in action // . London: Temple Smith.

Chapter Title: The value and performance of emerging technologies in learning ; the case of a French major company : changing the corporate culture. Author(s): Jean-Loup Richet Abstract: Changing a corporate culture introducing emerging technologies in learning is a long term proces s, especially in an ‘old firm with old habits’…. Indeed, facing change resistance, deep rooted corporate culture, inconstant environment (restructuration), ‘create’ a new learning culture is very difficult. The objectives are to create, modify and adapt the actual culture and framework in order to have a culture of service (from a department to another department), a culture of sharing (from a project manager to another project manager), a culture of e-learning (the idea is to move from passivity to active learning). We will focus ourselves in this article on the business point of view : Is emerging technologies in learning worth it in term of cost, impacts on business and performances in a difficult context (crisis, resistance to change, difficult environment) ?

Chapter Title: Author(s): Abstract:

** Submissions for Second Call short abstract deadline: September 10, 2009 **

Chapter Title: Author(s): Abstract:

Chapter Title: Author(s): Abstract: