Challenges for Work-Integrated E-Learning: The Case of the Swedish Academy of County Administrations

Autor/in	Svensson, Lars
Titel	Challenges for Work-Integrated E-Learning: The Case of the Swedish Academy of County Administrations
Quelle	In: Journal of Workplace Learning, 16 (2004) 8, S.492-502 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-5626
DOI	10.1108/13665620410566450
Schlagwörter	Educational Needs; Distance Education; Educational Objectives; Foreign Countries; Counties; Online Courses; Web Based Instruction; Administration; Case Method (Teaching Technique); General Education; Adult Education; Educational Technology; Sweden + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Distance study; Distance learning; Fernunterricht; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Online course; Online-Kurs; Web Based Training; Verwaltung; Case method; Fallmethode; Allgemein bildendes Schulwesen; Allgemeinbildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Schweden
Abstract	In an action-oriented research project, the Laboratorium for Interaction Technology at the University of Trolhattan Uddevalla, together with six of Sweden's county administrations, is aiming at developing an academy for all scholastic education and training hosted by the county administrations. The point of departure for the paper is a classification of the educational needs reported by national special interest groups covering a wide range of the fields of expertise that characterises work and organisation of the 21 county administrations of Sweden. The demanded courses can be classified with respect to two orthogonal dichotomies: inter- vs intra-disciplinary scope of content and educational objectives being focused on adapting to, or changing a existing practice. The paper goes on to present and discuss three major challenges for work-integrated e-learning: the expert dilemma; situatedness vs decontextualisation of work practice; and the aspect of planning for the unknown. It is argued that addressing these obstacles calls for techno-pedagogical designs that are inspired and influenced by a number of scholastic traditions ranging from traditional classroom education and case methodology to seminars and the learning circles of liberal adult education. (Contains 5 figures.) (As Provided).
Anmerkungen	Emerald. 875 Massachusetts Avenue 7th Floor, Cambridge, MA 02139. Tel: 888-622-0075; Fax: 617-354-6875; e-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10