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This article is an account of the history of learning theory as the author has come to know and interpret it by dealing with this subject for almost half a century during which he has also himself gradually developed the broad understanding of human learning which is presented in his wellknown books on “HowWe Learn” and a lot of other books and writings.

Fundamentals of Workplace Learning is a comprehensive guide to how people learn in the workplace, and the issues and challenges involved. Examining the essential aspects of workplace learning and unravelling the various influences which affect the success of work-based learners, Knud Illeris presents a holistic model to explain how diverse individuals can be encouraged and invited to learn at work. Approaching workplace learning from the perspective of learners as human beings, with complex social and psychological needs, as opposed to resources to be managed, this book examines in detail the key issues surrounding workplace learning, including: The workplace environment as a learning space Workplace learning as competence development A multitude of different kinds of workplace learning arrangements Job-transcending learning initiatives The interaction between formal and informal learning environments The challenges presented by specific groups: early school leavers, elderly workers and the new young generation. Presenting conclusions on workplace learning and possibilities for the future this book focuses on a way forward while detailing the fundamentals of successful workplace learning. It will appeal to everyone involved in understanding and improving learning in the workplace including educationalists, business students, managers, personnel and educational leaders. Knud Illeris is Professor of Lifelong Learning at the Danish School of Education, Aarhus University, Denmark. He is author of numerous books, including How We Learn, Contemporary Theories of Learning , and International Perspectives on Competence Development . @contents: Part I: The Basis for Workplace Learning 1. Introduction 2. The Workplace as a Learning Space 3. Learning Processes as they are formed at Work 4. A Holistic Model of Workplace Learning 5. The Need for Competence Development Part II: Workplace Learning in Practice 6. Combining Work and Learning 7. Learning Related to Everyday Work 8. Guided Learning at Work 9. Job-transcending Workplace Learning 10. Combination of Learning Activities Inside and Outside the Workplace Part III: General Perspectives 11. The Main General Features of Workplace Learning 12. Special Circumstances and Problems in Relation to Specific Groups of Learners Conclusions

This article is an account of how the author developed a comprehensive understanding of human learning over a period of almost 50 years. The learning theory includes the structure of learning, different types of learning, barriers of learning as well as how individual dispositions, age, the learning environment and general social and societal conditions influence learning possibilities. All this started when the author, aged 27, broke off his career as a travel agent and joined a course for matriculation at the university. He found this course extremely ineffective and got the idea that a firm knowledge about how human learning takes place might be a starting point for the development of more engaging and effective learning, teaching, schooling and education. Over the years, he gathered inspiration from a broad range of learning theorists such as Piaget, Rogers, Ausuble, Leithäuser, Schön, Kolb, Furth, Mezirow, Kegan and his own Danish instructor, Thomas Nissen. But the theory was built up as his own structure by critically adding new elements from the examination of other theories and carefully analysing experience from teaching, supervising and observing learning courses at all levels from primary school to adult education and university studies.

KCI Citation Count: 6

Recent years have seen significantly increased interest in learning at the workplace as partial or full compensation for vocationally-oriented education and training in schools and educational institutions. In this general enthusiasm, former scepticism about workplace learning would seem to be buried deep under layers of modern management slogans. However, the well-known limitations inherent in this learning framework cannot be talked out of existence, and there is an urgent need for insight and tools capable of distinguishing between the genuine possibilities in the area and how to establish fruitful interaction between workplace learning and educational learning. It is, first and foremost, a matter of viewing learning from the perspective of the learner, because adults are not very inclined to learn something of which they cannot see the point on the basis of their own life situation. As a grounding for this, a contemporary and comprehensive learning theory is needed. The outline of such a theory and an example of how it can be used are presented.

The aim of this article is to develop a holistic model that shows the basic elements of workplace learning and their mutual connections. This is done by adjusting and combining two models that have already been worked out formerly by members of the consortium: a model dealing with the workplace as a learning space, and a general model of the learning process. The most important features of the new model are its distinction between the social and the individual levels of learning, and its pointing to the overlap between the working practice of the organisation and the work identities of the employees as the central area for important workplace learning. Concludes by discussing the purposes to which this model can be put.

Fundamentals of Workplace Learning is a comprehensive guide to how people learn in the workplace, and the issues and challenges involved

Contents; Figures; Preface; Part I: Basic conditions and theory; 1 Introduction; 2 How we learn; 3 the workplace as a learning space; 4 Workplace learning as a whole; 5 Workplace learning as competence development; Part II: Workplace learning in practice; 6 the workplace as a framework for learning; 7 Learning initiatives in connection with daily work; 8 Sparring and support schemes; 9 Job-transcending learning initiatives; 10 Interaction between workplace learning, courses and education; Part III: Cross-cutting perspectives - $u11 the general conditions of workplace learning12 Special learner groups; 13 Some general conclusions; References; Index.