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ABSTRACT:
This paper has six sections. Section 1 is a brief discussion of the knowledge economy as it influences views of education. This section explores how the technology of the information age has affected economic, social and educational practices and encouraged a more communal or systemic worldview. This worldview helps create possibilities for life-long learning. Section 2 explores heterogeneous workplace teams and the importance of the theories of the zone of proximal development and communities of practice to workplace learning. This section assesses the potential impact of these theories on the learning organisations and life-long learning required by the knowledge age. Section 3 takes as its starting point technology as an ‘intellectual partner’. It explores how socio-cultural features and artefacts can help direct the design of digital learning environments. Section 4 presents the results of a survey designed to leverage resource restructuring. The results were obtained from client assessments of the usability and usefulness of a software development firm’s educational resources. Section 5 illustrates how the research into the design of digital learning environments was applied to an online support system for a web-based knowledge sharing application. Section 6 assesses the strengths and limitations of the online support system in assisting product learning. The paper concludes with a brief exploration of the role of this support system within the broader context of the knowledge economy and learning organisations and assesses the degree to which the resource might foster learning.
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STATISTICS
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