PosterPDF Available

Design & Implementation of Technology-Enhanced Workplace Learning



A lot of educational technology has been designed, developed and tested that supports classroom-based teaching. Technology that supports workplace learning is much less available and knowledge about the design of such technology is scarce. We co-designed, co-developed and tested a web-based application that supports the learning process of teacher education students in their work placements. Students are facilitated in recording their learning moments in a user-friendly way, after which they can (re)view and analyse their set of learning moments and share these insights with their teacher coach. The functionalities are developed based on our design propositions for Technology-Enhanced Workplace Learning, which are constructed in the form of CIMO-logic. In this poster presentation, we will outline the design and evaluation results of this web-based application. With the conference participants, we will discuss future possibilities of this application, such as learning analytics based on this application. Target user groups for workplace learning analytics are primarily students, but also teachers and educational program managers could benefit from these analytics
Design & Implementation of
Technology-Enhanced Workplace Learning
We thank the following students and developers for the effort they put into
developing the prototype app: Max Cassee, Dylan van Gils, Roel Veldhuizen &
Rogier Knoester.
Billett, S. (2004). Workplace participatory practices. Journal of Workplace Learning, 16(6), 312–324.
Denyer, D., Tranfield, D., & van Aken, J. E. (2008). Developing Design Propositions through Research Synthesis.
Organization Studies, 29(3), 393–413.
HU Institute for ICT. (2018). GitHub Repository Prototype App. Retrieved from
Nieuwenhuis, L., Hoeve, A., Nijman, D.-J.,&van Vlokhoven, H. (2017).Pedagogisch-didactische vormgeving van
werkplekleren in het initieel beroepsonderwijs: een internationale reviewstudie. Retrieved from
van den Akker, J., Bannan, B., Kelly, A. E., Nieveen, N., & Plomp, T. (2007). An Introduction to Educational Design
Research. In T. Plomp & N. Nieveen (Eds.), Proceedings of the seminar conducted at the East China Normal
University. Shanghai, China: SLO •Netherlands institute for curriculum development.
van der Stappen, E., & Zitter, I. (2016). Exploring Design Principles for Technology-Enhanced Workplace Learning. In
29th Bled eConference: Digital Economy (pp. 472–478). Bled, Slovenia. Retrieved from https://domino.fov.uni-$File/3_vanderStappen.pdf
van der Stappen, E.,&Zitter, I. (2017). Design propositions for technology-enhanced workplace learning. In
Proceedings of EAPRIL(p. tba). Hämeenlinna, Finland.
Zitter, I., Hoeve, A.,&de Bruijn, E. (2016). A Design Perspective on the School-Work Boundary: A Hybrid Curriculum
Model.Vocations and Learning,9(1), 111131.
Which design propositions can be formulated for technology that
enhances workplace learning in higher professional education?
(Zitter et al, 2016)
Supported participation
(Nieuwenhuis et al, 2017)
Workplace affordances &
learner’s agency
(Billett, 2004)
Learning at the workplace allows students to learn to act competently in complex contexts and
unpredictable situations. However, interweaving the learning process with the working
process (including reflection) is hard, which may result in students having little control over
their learning process while at work.
Educational Design Research (EDR)
We constructed design knowledge for TEWL and we developed a
web application, consisting of a set of interventions, which might
contribute towards enriching the workplace learning process. For
daily practitioners, researchers and TEWL-developers, this
application will be published as open-source software on GitHub
(GitHub, 2018), for re-use and further research.
dr. Esther van der Stappen and dr. Ilya Zitter and
ResearchGate has not been able to resolve any citations for this publication.
Full-text available
Arguing against a concept of learning as only a formal process occurring in explicitly educational settings like schools, the paper proposes a conception of the workplace as a learning environment focusing on the interaction between the affordances and constraints of the social setting, on the one hand, and the agency and biography of the individual participant, on the other. Workplaces impose certain expectations and norms in the interest of their own continuity and survival, and in the interest of certain participants; but learners also choose to act in certain ways dependent on their own preferences and goals. Thus, the workplace as a learning environment must be understood as a complex negotiation about knowledge‐use, roles and processes – essentially as a question of the learner's participation in situated work activities.
Full-text available
The field of organization and management studies has a significant and ever increasing published research base, often criticized as fragmented and of limited relevance for practice. A design science approach to management has argued that more room for the development of solution-oriented or prescriptive knowledge would increase its relevance. In this article we discuss prescriptive knowledge cast in the form of design propositions following the so-called 'CIMO-logic', extending previous applications of the design proposition notion. This logic involves a combination of a problematic Context, for which the design proposition suggests a certain Intervention type, to produce, through specified generative Mechanisms, the intended Outcome( s). We discuss how design-oriented research synthesis provides a vehicle for addressing fragmentation and increasing the chances of application. Moreover, we explore how the development of design propositions can result from synthesizing previously published research and illustrate this with the design of high-reliability organizations (HROs).