Societies are becoming nations of lifelong learners supported by a vast infrastructure of learning organizations. The centers of this learning revolution are not schools, but a network of organizations and media (museums, libraries, television, books, and increasingly the Internet) supporting the public's ever-growing demand for free-choice learning - learning guided by a person's needs and int...

We suggest to study learning software organizations in three projects; one to analyse the current situation for local software and system houses, one to study improvement and learning through examining knowledge flows, and a third to study the impact of a large-scale interaction process: Open Space Technology to share domain knowledge.

This discusses the Mobile Learning Environment (MoLE) Project an ambitious mobile learning project sponsored by the US Department of Defense in partnership with over 20 other nations to explore the usefulness, and effectiveness of mobile learning as a tool to support coalition activity in the medical stability operations. In particular, we aim to showcase the application developed, discuss earl...

Knowledge is use of facts, truths or principles from studies or investigations. That is, the available information must be made operational for (“learned” by) the person or group in question. Thus, information is not automatically knowledge. Explicit knowledge is what can be formalized, e.g. as process models or guidelines in a quality system. Tacit knowledge is the operational skills among pra...

Complex collectives and phenomena – the mind, physiological subsystems, the biological body, social and cultural configurations, governance structures, evolved species, and the larger ecosphere, for instance – manifest themselves in many diverse forms across a wide range of possible dynamical patterns. Over the past two decades, these various and varying complex collectives increasingly have be...

In this research, we conceptualize organizational learning as a manifestation of the collective learning behavior of knowledge agents in an organization. In a coalition or community of practice, each member possesses partial but complementary knowledge, so that only the team working together as a whole has the full body of knowledge. Organizational learning is exhibited as the change of organiz...

Complex products and services require both the sophisticated knowledge of individuals on the one hand and collective collaboration between various disciplines and teams on the other. Work-related individual and organizational learning processes in organizations appear to provide the foundations for such individual and organizational knowledge and capabilities. These interconnected learning proc...