Complex products and services require both the sophisticated knowledge of individuals on the one hand and collective collaboration between various disciplines and teams on the other. Work-related individual and organizational learning processes in organizations appear to provide the foundations for such individual and organizational knowledge and capabilities. These interconnected learning processes would also seem to be situated in both a social and a physical environment. This paper proposes a methodology for managing situated individual and organizational learning. Empirical results from a questionnaire and two test bed organizations are presented and conclusions drawn from the assessment results on recommended measures for the use of e-learning.
Learning processes using New Media tend to be extremely complex. It is not too surprising then that current research appears rather scattered and dominated by the more tangible issues such as content and learning platform design in a bottom-up approach. While initially this appears practical, we are convinced that advanced learning platforms need to be designed to optimally support the underlying educational process based on learning theories (top-down approach). This paper proposes the Blended Learning Systems Structure (BLESS) model that introduces a layered architecture for decomposing the complexity inherent in the transition from courses to their effective support by learning technologies. In particular, BLESS is intended to act as a reusable framework for decomposing complex blended learning processes into smaller, more tangible and reusable learning activity patterns that may subsequently be used to guide blended course design and effective use of learning technology.