Sabine Seufert

The Genius approach: building learning networks for advanced management education

We describe the framework, implementation, and experiences of our research program Genius (groupware-enabled learning environments for education in management at the University of St. Gallen) for the design of learning networks used in management education. We start by giving an overview of the requirements for management education from a didactic perspective. Subsequently, we set forth our views on learning networks and describe both the didactic and technological approach adopted in the framework. Finally, we illustrate various applications and main points of focus by using three Genius projects as examples. The paper ends with a summary of first experiences and a preview of anticipated further development of this approach.

eLearning in der Berufsbildung

In der ersten Auflage des Handbuchs war dieser Beitrag noch mit „Multimediales Lernen“ uberschrieben. Einige Jahre zuvor hatte man eher von „Computer-based-Training“ oder „Web-based-Training“ gesprochen. Die vergleichsweise kurzen Verfallsdaten in der Verwendung der Begrifflichkeit nahren die Vermutung, dass es bei dem Thema zunachst weniger um die Bildung von Menschen, sondern primar um die Bildung von Begriffen geht. Vielleicht liegt aber auch nur ein weiteres Beispiel dafur vor, dass die Erziehungswissenschaften noch weit davon entfernt sind, eine konsensuell verwendete Fachsprache zu besitzen.

Towards the continuously learning organization through knowledge networking-case Swiss Re Group

Organizational learning requires individual learning. On the other hand individual learning has to interact in a dynamic social environment in order to contribute to organizational learning. This relationship between individual and organizational learning can be conceptualized as a spiral of knowledge creation (Nonaka and Takeuchi, 1995) where companies can turn into continuously learning organizations by enabling and managing the dynamic knowledge conversion processes between the individual and the organization, and between tacit and explicit knowledge. The objective of this paper is to illustrate the concept of a continuously learning organization based on the concept of knowledge networking. For this purpose we illustrate based on a theoretical foundation-the realization of this concept by building up knowledge networks, analyzing the different networking types and discussing their roles within the Swiss Re Group, a global acting insurance company in Switzerland. Finally we conclude by summarizing our first findings and outlining steps for our future research.

Trust and Reputation in eLearning at the Workplace: The Role of Social Media

The aim of the paper is to address the question how social media can be successfully used for trust and reputation building in the learning function, in particular for eLearning at the workplace in organizations. The article consolidates the findings in a frame of reference with a two folded approach from a management perspective (using social media to organize learning) as well as from a learning design perspective (using social media to design learning environments).

Die Rolle von Führungskräften im betrieblichen Lernen

In Forschung und Praxis werden Fuhrungskrafte heute zunehmend dazu aufgefordert, neben Management- und Sachaufgaben nun auch verstarkt die Aufgabe einer professionellen Mitarbeiterentwicklung zu ubernehmen (vgl. Amy 2008; Schwuchow 2007). Doch was bringt diese neue Facette der Rollenanforderung fur Fuhrungskrafte mit sich?

Business Models for the Sustainable Implementation of E-Learning at Universities

This article indicates how business model approaches can be used in the university segment. To this end, the business model concept is initially explained and a frame of reference is introduced then aligned to the various organisational levels of universities. Further, the core questions regarding product/market combinations, the value generation chain, competitors and cooperation partners, as well as those regarding funding and income models for the university level as a whole are specified and illustrated. The interaction of the various elements concerned is illustrated by an example based on the frame of reference introduced. Moreover, systematisation in the sense of exploratory theory formation serves the identification of further research issues. The article ends with reflections concerning the limits of an economic perspective for the university context.

Design Research für die Implementation von eLearning : ein vielversprechendes Paradigma für die Zusammenarbeit von Wissenschaft und Praxis?

In der Wirtschaftsinformatik stellt Design Research oder synonym Design-based Research ein zunehmend aufkommendes Paradigma für die erprobte Entwicklung von Technologielösungen dar (Baskerville et al., 2011; Winter, 2010). Auch in anderen wissenschaftlichen Disziplinen wie der Bildungsforschung (Reinmann, 2007), (General) Management (Osterwalder & Pigneur, 2010; Boland & Collopy, 2004), Management Accounting (Labro & Tuomela, 2003) oder Organizational Research (van Aken, 2004) bietet dieser Ansatz einen wesentlichen paradigmatischen Zugang zur Erkenntnisgewinnung. Mit Design Research sollen innovative Praxislösungen für offene Probleme angestrebt werden, die neuartige Lösungsansätze erforderlich machen und deren Potenziale untersucht werden sollen. Design Research verläuft typischerweise in einem iterativen Forschungsund Entwicklungsprozess in enger Kooperation von Wissenschaft und Praxis ab (McKenney & Reeves, 2012, S. 77). Für das Design einer Intervention wie technologiegestützte Lernlösungen werden zum einen systematisch wissenschaftliche Erkenntnisse berücksichtigt. Zum anderen wird die praktische Umsetzung dieser Intervention wissenschaftlich begleitet. Plomp (2007, S. 12) verdeutlicht dabei die Zielsetzung: „educational design research is the systematic study of designing, developing and evaluating educational interventions (such as programs, teaching-learning strategies and materials, products and systems) as solutions for complex problems in educational practice, which also aims at advancing our knowledge about the characteristics of these interventions and the processes of designing and developing them.“

The Design of Personal Learning Environments (PLE) with Scope on Information Literacy in High School

Information literacy is considered a key competence for the networked 21st century. Despite of its importance it has not been anchored in educational technology research and practice in sufficient manner yet. The paper at hand contributes to this research gap by providing a concept for design of personal learning environments with scope on information literacy. Personal learning environments (PLE) can be defined as conceptual and technological frameworks that help learners take control of and manage their own learning. This includes providing support for learners to: set their own learning goals and manage their learning in terms of both learning outcomes (content) and process. By applying the design science approach, a framework for PLE is proposed that combines subject-oriented learning objectives with goals to build and foster information literacy. The focus of the research lies in the initial theoretical phase of the design cycle. Based on a systematic literature review first a model for measuring information literacy is developed. The developed model is than embedded in a generic PLE framework that supports building and measuring information literacy in addition to other subject-specific learning goals. Therefore, the paper outlines a framework to conceptualize PLE focusing on information literacy by pursuing the design-based research paradigm.

Empowerment-orientierte Kompetenzentwicklung auf der Grundlage von Mobile Assisted Seamless Learning

Mobile Learning wird in den letzten Jahren von Experten und Expertinnen immer wieder als Trend bezeichnet, die tatsachliche Nutzung und Verbreitung in der betrieblichen Bildung ist bislang jedoch eher ernuchternd. Neuere Ansatze im Bildungsmanagement sehen die Potenziale von Mobile Learning nicht nur in zeit- und ortsunabhangigem (Mikro-) Lernen, in der Verbindung von informellem und formellem Lernen, sondern auch bei der Unterstutzung von Lernen entlang einer Bildungsbiographie uber verschiedene Bildungsstufen hinweg. Hier ist eine Empowerment-orientierte Organisations- und Personalentwicklung erforderlich. Um diesem Entwicklungssprung von Mobile Learning Rechnung zu tragen, etabliert sich zunehmend der Begriff Seamless Learning bzw. Mobile Assisted Seamless Learning. Dieser Beitrag mochte daher einen umfassenden konzeptionellen Rahmen zur Einordnung und zum Verstandnis von Mobile Learning im betrieblichen Bildungsmanagement liefern. Ziel ist es, Ausgangslage, Perspektiven sowie kunftige Entwicklungslinien fur den Einsatz von Mobile Learning in der betrieblichen Bildung aufzuzeigen.

Bildungsmanagement und -controlling als Gegenstand der Organisationspädagogik

Educational management can be regarded as the management of learning and development in companies as well as the leadership of educational institutions (e.g. corporate universities, schools, universities, learning departments in organizations, etc.). From the point of view of organizational education the requirement of interlinking personnel and organizational development is a major challenge. Organizations represent a collective space of experience enabling manifold developmental possibilities for their employees. This includes establishing learning-oriented structures and cultures to overcome learning barriers, and in particular enabling self-organization in enterprises In this sense it is a precondition to establish a new role of the learning function, which focuses on both traditional learning and developmental activities instead of only on traditional learning. Learning is moving away from formal into informal learning contexts: away from traditional classroom learning towards self-organized, collaberative workplace learning. This requires facilitation, organization and management of learning to be supported in new roles and services. Designing framework conditions at the organizational level is gaining more importance as a new responsibility of educational management. The approach of a learning culture analysis and development demonstrates a real case on how to move forward in this direction.