Learning for good: Designing virtual social learning spaces to enable lifelong learning in the workplace

Research showing that up to 90% of workplace learning occurs in non-formal settings (Moore & Klein, 2019) indicates a need to support learners beyond what current workplace learning provides. Self-directed lifelong learning becomes essential since traditional workplace learning will fall short as the workplace evolves (Kanwar et al, (2019). Learning through socialization is viewed as central to the informal learning sub-types of situated and tacit learning (Bagdonaite-Stelmokiene & Zydziunaite, 2016), and designing socially-constructed online learning environments may provide a flexible and effective way to integrate work-related informal learning opportunities into the workplace. Such an online informal learning space that embraces the concept of a personal curriculum may support adaptability in the evolving workplace based on individuals' needs and learner characteristics.

We seek to inspire a heutagogical approach to lifelong learning. We will outline and reflect on situated and tacit learning based on social practice and socialization, such as storytelling, mentorship, and observing others in practice (Moore & Klein, 2019). Finally, we will engage the audience in an ideation exercise about innovating an adaptive, learner-centered, and learner-directed online learning space of socially-constructed workplace problem-solving, idea-sharing, and feedback.

Such a design should: consider situational antecedents of informal workplace learning, such as necessary resources and organizational support (Cerasoli et al, 2018), seek to reduce the three dimensions of transactional distance (Moore, 1993), and provide emotional group awareness as a pathway to supporting online knowledge exchange processes (Ollesch et al 2022).