02794nam 2200601Ia 450 991081222910332120240416132925.01-281-07916-297866110791611-84663-577-2(CKB)1000000000412535(EBL)320648(OCoLC)182548912(SSID)ssj0000673588(PQKBManifestationID)11931836(PQKBTitleCode)TC0000673588(PQKBWorkID)10659629(PQKB)11473493(MiAaPQ)EBC320648(Au-PeEL)EBL320648(CaPaEBR)ebr10196411(OCoLC)935266001(EXLCZ)99100000000041253520000815d2007 uy 0engur|n|---|||||txtccrActivity theory and workplace learning /guest editors: Yrjo Engestrom and Hannele Kerosuo1st ed.Bradford, England Emerald Group Publishingc20071 online resource (80 p.)Journal of Workplace Learning ;19, no. 6Description based upon print version of record.1-84663-576-4 Cover; CONTENTS; Editorial advisory board; From workplace learning to inter-organizational learning and back: the contribution of activity theory; Inter-organizational learning across levels: an object-oriented approach; Workplace learning in the New Zealand apple industry network; Analysing third generation activity systems: labour-power, subject position and personal transformation; E-learning in a large organizationWorkplace learning and organizational learning as areas of inquiry stem from different and still quite separate disciplinary backgrounds and commitments. Workplace learning has largely emerged as an extension of educational research stepping beyond the confines of schools and other institutions of formal learning. The commitment of studies of workplace learning is commonly pedagogical: improvement of conditions and practices of learning and instruction in work settings. Organizational learning emerged as a sub-field of organization and management studies, trying to find explanatory mechanismsJournal of workplace learning ;v. 19, no. 6.EmployeesTraining ofOccupational trainingEmployeesTraining of.Occupational training.331.1330973Engestrom Yrjo382118Kerosuo Hannele1690419MiAaPQMiAaPQMiAaPQBOOK9910812229103321Activity theory and workplace learning4066103UNINA