6. Changing role of web-based support for workplace learning and for related piloting

The WLP project has explored the developments in web-based support for workplace learning. In this respect it is possible to distinguish between measures that are primarily related to the organisational level (web-based support for learning environments) and to the individual level (pedagogic approaches to facilitation and documentation of individual learning).

6a. At the level of organisational measures the WLP has observed the following tendencies that put different accents on web resources, personalisation and management of learning:

1. The earlier period of ‘e-learning platforms’ and ‘virtual learning environments’ has given way for a more balanced look at the role of web in supporting learning.
2. The new role ‘social software’ (based on the philosophies of open source and open access) has shifted the emphasis from ‘virtual learning environments’ towards ‘personal learning environments’ (with a gradual convergence with ‘portfolio’ approaches),
3. From the users’ point of view the above said tendencies are linked to tensions between ‘Learning Management Systems’ (packaged and standard-compliant learning designs) and ‘Learning Activity Management Systems’ (non-standardised learning activities).

6b. At the level of support for individual learning the WLP project has observed the following tendencies that put different accents on the use of ‘portfolios’, ‘personal learning spaces’ and links between personalised and institutionalised learning:

1. The earlier period of developing educational ‘e-portfolios’ for institutional purposes (and from an assessment-driven perspective) has paved the way for more open approaches. These try to make the portfolio a key instrument for personalisation of learning processes.
2. Newer initiatives to promote networked learning among professional communities have drawn attention to the use of ‘personal learning spaces’ as support for situated learning.
3. The newer studies on personalised and customised learning are linked to initiatives to develop new software that helps to link the LMS approach and the ‘personalisation’ agenda to each other (e.g. efforts to integrate the Moodle and ELGG platforms with each other).

6c. At both levels the current situation can be characterised as a dynamic transition and as rapid movement between hitherto distinct positions. In order to support country-specific analyses and piloting the WLP project has provided some background analyses and tutorial support. Yet, regarding the diversity of partnership concepts and approaches to networked learning, the WLP project has not drafted a specific ‘web tool’. Instead, the WLP project has tried to analyse the usability of web-based facilities as support for specific piloting agendas.

In this respect the WLP project has taken following measures to monitor current developments, to improve internal communication and to support the development of local solutions:

1. The WLP project has organised internal training to use social networking tools (notably del.icio.us) to monitor developments in related areas of expertise. Some partners have used the tools to create thematic resource bases for learning areas and for knowledge sharing.
2. The WLP project has made use of weblogs as means to organise its discussions on project development and to provide support for national piloting. The Italian partners have made their own application of a blogging system within the “Italian piloting forum”.
3. The WLP project has provided internal support for problems with web applications and services by means of Skype-tutoring (between software experts and national partners). This experience has also contributed to the readiness of the partners to develop such services.