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Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems

Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems

Seung Won Yoon, Alexandre Ardichvili
Copyright: © 2010 |Volume: 6 |Issue: 4 |Pages: 13
ISSN: 1548-0666|EISSN: 1548-0658|EISBN13: 9781613502372|DOI: 10.4018/jkm.2010100103
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MLA

Yoon, Seung Won, and Alexandre Ardichvili. "Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems." IJKM vol.6, no.4 2010: pp.47-59. http://doi.org/10.4018/jkm.2010100103

APA

Yoon, S. W. & Ardichvili, A. (2010). Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems. International Journal of Knowledge Management (IJKM), 6(4), 47-59. http://doi.org/10.4018/jkm.2010100103

Chicago

Yoon, Seung Won, and Alexandre Ardichvili. "Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems," International Journal of Knowledge Management (IJKM) 6, no.4: 47-59. http://doi.org/10.4018/jkm.2010100103

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Abstract

Current Knowledge Management (KM) design approaches recognize the importance of integrating codification, personalization, and collaboration strategies. Incorporating various database systems, search functions, managerial support, performance appraisal, personalized widgets, and case summaries into seamless functions are exemplary efforts. However, KM is rarely integrated with organizational learning and development systems. In this article, the authors use concepts from the situated learning literature, Vygotskian cultural-historical theory of cognition, and a holistic learning and performance architecture to signify the integration of KM and organizational learning systems.

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