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APOSDLE - Advanced Process-Oriented Self-Directed Learning Environment

The key distinction of the APOSDLE approach as compared to more traditional (e-)learning and teaching approaches is that APOSDLE will provide integrated support for the three roles a knowledge worker fills at the professional workplace: the role of Learner, the role of Teacher, and the role of Worker.

Learner Support: APOSDLE provides learners with support for self-directed exploration and application of knowledge. This is done within their work environment such that learning takes place within the learner?s current work context. APOSDLE provides learners with guidance through the available knowledge by applying novel learning strategies. Content from knowledge sources are presented to learners even if it has originally not been intended for learning.

Teacher Support: APOSDLE acknowledges that most effective learning transfer happens during communication, collaboration and social interaction. APOSDLE lowers the hurdles for knowledge workers to act as informal teachers in that it captures the context of the creation, evolution and usage of artefacts. APOSDLE enriches artefacts with context information and therefore allows artefacts to be turned into true learning artefacts.

Worker Support: APOSDLE tightly incorporates learning and teaching processes into the work processes in that it takes care of several aspects of workers? work contexts such as worker?s competencies, work situation, and application domain. Workers are provided with context sensitive knowledge, thus raising their own awareness of learning situations, content, and people that may be used for learning.

APOSDLE was developed and proposed for funding together with Know-Center Graz , whereas Know-Center is responsible for the scientific co-ordination and JOANNEUM RESEARCH performs the administrative co-ordination.

The Institute for Information Systems & Information Management in particular concentrates on semantic analysis and description of existing multimedia objects within training and knowledge management systems.
See also: A Storyboard of the APOSDLE Vision

APOSDLE is partially supported by the European Community under the Information Society Technologies (IST) priority of the 6th framework programme for R&D.

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APOSDLE - Advanced Process-Oriented Self-Directed Learning Environment

The goal of the APOSDLE project is to significantly enhance knowledge worker productivity by supporting informal learning and teaching activities in the context of knowledge workers everyday work processes and within their work envi­ronments. It exploits synergies between learning and know­ledge management by reusing content not originally intended for learning, and not require new content to be created. It will utilize contextualized communication for teaching, and not burden experts with additional tasks; and it will be based on knowledge sources available within an organization.

The outcome of APOSDLE will be a methodology, software framework and reference architecture for workplace learning enhancing the learning processes for the individual and the organisation. In order to ensure the general applicability of this outcome an application-driven approach is used to cover the needs of three fundamentally different organizations: a network of SMEs, a public organization, and a large corporation.

Content
The key distinction of the APOSDLE approach as compared to more traditional (e-)learning and teaching approaches is that APOSDLE will provide integrated support for the three roles a knowledge worker fills at the professional workplace: the role of Learner, the role of Teacher, and the role of Worker.

Learner Support: APOSDLE provides learners with support for self-directed exploration and application of knowledge. This is done within their work environment such that learning takes place within the learner?s current work context. APOSDLE provides learners with guidance through the available knowledge by applying novel learning strategies. Content from knowledge sources are presented to learners even if it has originally not been intended for learning.

Teacher Support: APOSDLE acknowledges that most effective learning transfer happens during communication, collaboration and social interaction. APOSDLE lowers the hurdles for knowledge workers to act as informal teachers in that it captures the context of the creation, evolution and usage of artefacts. APOSDLE enriches artefacts with context information and therefore allows artefacts to be turned into true learning artefacts.

Worker Support: APOSDLE tightly incorporates learning and teaching processes into the work processes in that it takes care of several aspects of workers? work contexts such as worker?s competencies, work situation, and application domain. Workers are provided with context sensitive knowledge, thus raising their own awareness of learning situations, content, and people that may be used for learning.

APOSDLE was developed and proposed for funding together with Know-Center Graz , whereas Know-Center is responsible for the scientific co-ordination and JOANNEUM RESEARCH performs the administrative co-ordination.

The Institute for Information Systems & Information Management in particular concentrates on semantic analysis and description of existing multimedia objects within training and knowledge management systems.

APOSDLE is partially supported by the European Community under the Information Society Technologies (IST) priority of the 6th framework programme for R&D.