e-Learning, Lifelong Learning and Innovation in the working world
9 Jun 2009.
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While in the year 2000 e-learning was perceived as a single mega-trend for education systems and the corporate world, experience has shown that the purpose, pedagogical models (or rather learning heritage), organisation and economic assumption of e-learning were extremely diverse, not only according to the learning sub-system (school, higher education, vocational training, corporate professional development and adult learning), but also according to the visions of the world that those in charge of promoting and designing e-learning systems had in mind.
Such diversity in what HELIOS calls “e-learning territories” (HELIOS 2006) has resulted in a perceived loss of meaning of the term, too broad to represent realities that have very little in common, except the use of technology.
This article provides an in-depth analysis of the relationship between e-learning, lifelong learning and innovation in the working world, as a result of the comparative analysis of three e-learning territories, which are developing within and around the world of work and combining features of formal, non-formal and informal learning, i.e.: inter-organisational learning, e-learning in the workplace and professional learning networks.
This article provides an in-depth analysis of the relationship between e-learning, lifelong learning and innovation in the working world, as a result of the comparative analysis of three e-learning territories, which are developing within and around the world of work and combining features of formal, non-formal and informal learning, i.e.: inter-organisational learning, e-learning in the workplace and professional learning networks.
This article is part of a special publication by Learnovation in cooperation with the eLearning Papers to support the European Year of Creativity and Innovation 2009.
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