The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.
Deze tekst beschrijft de globale digitale kloof. Daarbij wordt opgemerkt dat we ons niet mogen laten verleiden door de simpliciteit van het meetbare, t.w. het al dan niet hebben van een computer met internettoegang. De digitale kloof kent immers meerdere dimensies, waarvan bezit maar een is. Zo moet er bv. ook relevante inhoud beschikbaar zijn. Het is schrijnend te observeren dat er op internet massaal informatie beschikbaar is over ingeblikt voedsel voor huisdieren, maar weinig hoe cholera te vermijden. Waarom zou iemand in het zuiden dan op internet gaan ? Op het einde van deze tekst wordt de digitale kloof vergeleken met een eenhoorn.
