Motivating workplace learners to actively getting involved in learning and sharing knowledge with their colleagues is still a challenging task for researchers and educational designers. In this paper we present results from the two-months evaluation of the IntelLEO motivational concept, investigating the role of ICT-supported collaboration and self-regulated learning activities on the motivation and self-efficacy for learning and knowledge building of workplace learners. This motivational concept was evaluated in three different business cases involving 59 participants.
Learning at the workplace and social learning on ICT-‐enabled work-‐communities is foreseen to become the dominant source of education in areas where new practical knowledge emerges rapidly and has a short lifetime [1]. But engagement in collaborative learn-‐ ing and knowledge building (LKB) activities at the workplace is still a big challenge for many educationists and researchers. Challenges arise on how to make the individual tacit knowledge of experts ex-‐ plicit and useful for other workers, how to combine it to more complex constructs that embody the organizational goals and vi-‐ sions, and how to shape the action and practice in organization with this accumulated knowledge. Especially in highly competitive environments motivation for an increased knowledge sharing is an important challenge, as people might feel reluctant to give away too much of their tacit knowledge [2]. One model that explains organizational knowledge management from individuals’ and organizations’ perspective is the knowledge conversion model (also called SECI-‐ model) from Nonaka and Takeuchi [3]. This model has been used to explain how to dynami-‐ cally update organizational knowledge using organization mem-‐ bers experiences, but it does not integrate the issues of motivation for learning and knowledge-‐ building (LKB) in the workplace. In IntelLEO, a research project of the 7th Framework program, we aimed to increase mo-‐ tivation for LKB within and across organiza-‐ tional borders through innovative tools and procedures [4]. With this aim, the research team took the approach to adapt the SECI model [3] into the projects’ “pedagogic and motivational model”. 2
To integrate motivation for learning and knowledge-‐building into the SECI model, IntelLEO decided to focus on two aspects, and inte-‐ grate them in the original SECI phases: 1) Support of self-‐regulated learners [5], and 2) Support of collaboration and social and organi-‐ zational embeddedness. We understand our adapted knowledge conversion model as an approach, which integrates and fosters: Ad 1) Support of self-‐regulated achievement of learning and per-‐ formance goals: The planning of one’s competence development and self-‐regulated learning from others are activities that are cov-‐ ered in the model’s internalization phase [17], while self-‐ regulated reflecting, documenting and bringing evidence of competence de-‐ velopment are supported in the externalization phase (see the dotes squares in Figure 1). Ad2) Support of collaboration and social and organizational emb-‐ bededdness: The strengthening of the community as a source of motivation will support learning and knowledge sharing activities in all SECI-‐phases. Pro-‐social goals, feeling of relatedness, collabo-‐ rative discussion and enhancement of learning objects, support and tutoring for increased self-‐efficacy are highly relevant factors to motivate people for non-‐intrinsically motivated tasks. Additional this cluster fosters the social embeddedness of learners into the goals, norms and visions of organizations. A more detailed introduction into the IntelLEO pedagogic and mo-‐ tivational model was presented at the last MATEL 2011 workshop [6]. In this workshop we want to present the results from the two-‐ months evaluation of this model in three different Business Cases involving 59 participants from industry and research organisa-‐ tions. 3
The IntelLEO pedagogic and motivational model was evaluated during a testing period of two months with employees in three Business Cases (BCs). The testing took place between October 2011 and January 2012. All 59 test-‐participants were provided with a set of learning services, which supported self-‐regulated and collabora-‐ tive learning at the workplace during this testing period, while the scenarios for the usage of these services were adapted to the spe-‐ cific needs and requirements of each BC. The testing phase started with an initial training session for the test-‐participants, where the services were introduced and pre-‐ evaluation questionnaire distributed to the employees. After the two-‐months testing period, the evaluation was concluded with a post-‐evaluation questionnaire and two focus groups per BC to in-‐ vestigate the experiences of participants in more detail. In addition the facilitators and representatives of the management were invit-‐ ed for expert interviews to provide feedback regarding the organi-‐ zational point of view on the IntelLEO learning services and peda-‐ gogic concept. The data from the questionnaires were used to in-‐ vestigate the participant’s attitudes towards learning and knowledge-‐sharing, as well as their motivation and self-‐efficacy towards self-‐regulated and collaborative learning at the workplace. A pre-‐ and post-‐data comparison tried to find out in how far the two-‐months testing period changed these attitudes and motiva-‐ tional aspects of participants. Correlation analysis tried to answer in how far positive attitudes towards learning and knowledge shar-‐ ing related to a high motivation and self-‐efficacy perception of learners. The focus group discussions gave more insights into the motivators and barriers of using the learning services in the differ-‐ ent organizational contexts and thus provided a better understand-‐ ing of factors influencing collaborative, self-‐regulated learning at the workplace. Besides this, open questions for future research projects were derived. The expert interviews provided more in-‐ sights in determining aspects of the implementation of the IntelLEO learning services and pedagogic concept in the organisational envi-‐ ronment and culture and complemented the evaluation from the organisational perspective.
In this chapter we will highlight some of the outcomes of the evalu-‐ ation, which will be presented and discussed in more detail at the MATEL Workshop 2012: The results show the importance of collaboration services for an increased motivation for learning and knowledge building (LKB) activities, but results have to be interpreted carefully due to the limited number of 59 participants and the prototypical state of the IntelLEO services. The participants who got involved in collabora-‐ tion activities often were amongst the most motivated for LKB and showed also the highest self-‐efficacy for LKB. This result was con-‐ firmed by the correlation analysis of post-‐data on learning and knowledge sharing attitudes, which highlighted the relationship between collaboration and the motivation to learn, the willingness to share knowledge and also the self-‐efficacy for LKB. In addition we found a strong positive correlation between the motivation to learn and self-‐efficacy for LKB, meaning that the more self-‐ confident a person is with respect to learning activities the more motivated s/he is to actually learn. Thus our studies confirm out-‐ comes from existing studies on self-‐efficacy and learning motiva-‐ tion [7][8]. The results from the IntelLEO evaluation do not allow us to clearly define the influence of self-‐regulated learning activities on the learners’ motivation. We therefore suggest more research that spe-‐ cifically investigates the role of these services and its’ influence on self-‐efficacy and motivation to learn. We found that the group of participants who used high collaboration and high self-‐regulated learning services were not among the most motivated ones, but the most motivated learners were those using collaboration services often and self-‐regulated learning services not very often. The quali-‐ tative results show that self-‐regulated learning activities, like un-‐ derstanding organisational objectives, self-‐reflecting, setting of learning goals, and monitoring of the learning progress, are im-‐ portant activities especially for self-‐motivation and keeping oneself on the learning track. But it might be that the participants stated on the one hand that planning and monitoring their learning progress in harmonisation with the organisation is important and on the other hand, when it comes to really doing it, the less time spent with it the better it is. So maybe if too much time and effort are dedicated to self-‐regulated activities, it can be perceived as de-‐ motivating again. The workplace learners seem to be more willing to use services that support pragmatically useful learning activities that they have to do as part of their work process. Even if they show a positive motivation towards planning competences and monitoring their learning process, the workplace learners seem to be less willing to use extra effort in the work process for computer-‐supported self-‐ regulated learning activities. Planning and monitoring of one’s learning process was perceived as a means of self-‐control and self-‐motivation, and helps to make efforts visible. In the informal learning context the involed BCs us-‐ ing this information to control and evaluate employees from the “outside” is perceived as de-‐motivating again. Also organisational learning objectives serve as personal orientation, but should not be used for evaluation purposes. In contrast, the expert interviews with the management showed that self-‐regulated learning services are perceived as relevant from organisational point of view as they help organisations to manage the positions, roles and competences that they have and the ones it wants to achieve. 5
In this paper we present the results from the evaluation of the In-‐ telLEO motivational model, which is based on the support of col-‐ laborative and self-‐regulated learning activities at the workplace. The evaluation highlighted the importance of collaboration if the motivation and self-‐efficacy to learn and share knowledge should be increased amongst workplace leaners. The role of self-‐regulated learning services on the motivation to learn in a professional con-‐ text could not be clearly defined yet and would need further re-‐ search. 1. Tuomi, I., “The Future of Learning in the Knowledge Society: Disruptive Changes for Europe by 2020.” for EC-‐DG Joint Research Centre/ DG Education and Culture: 1-‐48, 2005 2. Ardichvili, A., Page, V., Wentiling, T., "Motivation and barriers to participation in vir-‐ tual knowledge sharing communities of practice" Journal of Knowledge Management 7(1), 2003: 64. 3. Nonaka, I., Takeuchi, H., The knowledge-‐creating company: How Japanese companies cre-‐ ate the dynamics of innovation. Oxford University Press, 1995. 4. D1.4 IntelLEO Public Concept,
http://intelleo.eu/uploads/tx_abdownloads/files/IntelLEO_Concept_D1.4_v20.pdf 5. Zimmerman, B. J, "A Social Cognitive View of Self-‐Regulated Academic Learning."
Journal of Educational Psychology 81(3), 1989 6. Holocher-‐Ertl, T., Pata, K., Fabian, C.M., “How to integrate the motivation to learn into TEL enhanced organizational knowledge-‐management models?“ MATEL 2012 Work-‐ shop at EC-‐TEL, Palermo, Italy 7. Bandura, A. (1986). "Social foundations of thought and action: A social cognitive theo-‐ ry." Englewoood Cliffs, NJ: Prentice-‐Hall. 8. Montalvo, F. T., Gonzalez Torres, M.C. (2004). "Self-‐Regulated Learning: Current and Future Directions." Electronic Journal of Research in Educational Psychology 2(1): 1-‐ 34.
IntelLEO [1] “Intelligent Learning Extended Organization” is a research project supported by the ICT program of the European Commission (DG Information Society and Media, project no. 231590). [1] http://www.intelleo.org