Sommaire

• 1. INTRODUCTION
  • 2. THE SWISS CONTEXT
    • 2.1 RESEARCH
    • 2.2 SWISS UNIVERSITIES
    • 2.3 NON-UNIVERSITY HIGHER EDUCATION
    • 2.4 ON-GOING LEARNING FOR THE GENERAL PUBLIC
  • 3. GOALS AND MOTIVATIONS
    • 3.1 EDUCATIONAL OBJECTIVES
      • 3.1.1 Mastering the use of the technology itself
      • 3.1.2 Mastering specific job-related content
      • 3.1.3 Encouraging an autonomous approach to learning
      • 3.1.4 Developing untapped knowledge
    • 3.2 REASONS FOR THE CHOICE OF A TECHNOLOGICAL APPROACH
      • 3.2.1 Individualised, learner-driven training
      • 3.2.2 Just-in-time learning
      • 3.2.3 On-the-spot learning
      • 3.2.4 Cost and efficiency
      • 3.2.5 Appropriateness for adult education
      • 3.2.6 The paperless company
      • 3.2.7 Motivating younger learners
    • 3.3 LEARNER POPULATION AND WHO CHOOSES THEM
      • 3.3.3 All employees
      • 3.3.4 Clients
      • 3.3.4 The general public
    • 4.1 TYPES OF KNOWLEDGE
      • 4.1.1 Meta-knowledge
      • 4.1.2 Milieu
      • 4.1.3 Contingent knowledge
      • 4.1.4 Tacit knowledge
      • 4.1.5 Informal knowledge
      • 4.1.6 Formal knowledge
      • 4.1.7 Instrumentalities
    • 4.2 TYPES OF LEARNING
      • 4.2.1 Learning by assimilating facts and figures
      • 4.2.2 Learning by doing
      • 4.2.3 Collaborative learning
    • 4.3 TYPES OF DELIVERY
      • 4.3.1 CD-ROM
      • 4.3.2 Computer based business simulation
      • 4.3.3 Computer Based Training (CBT)
      • 4.3.4 Videoconferencing
      • 4.3.5 Network-based one-way services
      • 4.3.6 Computer Supported Collaborative Working (CSCW)
    • 4.4 FACTORS AFFECTING LEARNING
      • 4.4.1 Individual motivation
      • 4.4.2 Corporate context
      • 4.4.3 Learning context
      • 4.4 4 Recognition of knowledge acquisition
      • 4.4.5 Pre-service training for staff used as instructors
      • 4.4.6 Role of instructors and learners in the learning-scenario and how technology changes these roles
      • 4.4.7 Assessment
  • 5. CONCLUDING COMMENTS
    • 5.1 THE EXTENT OF LEARNING
    • 5.2 MEDIATED RELATIONSHIPS
    • 5.3 DEVELOPMENT OF TELETUTORING SKILLS
    • 5.4 COLLABORATIVE WORKING
    • 5.5 A FAVOURABLE CORPORATE CULTURE
    • 5.6 THE ROLE OF THE LEARNER
    • 5.7 THE PLACE OF LEARNING
    • 5.8 ASSESSING KNOWLEDGE REQUIREMENTS AND ACQUISITION
    • 5.9 RECOGNITION OF LEARNING ACQUISITION
    • 5.10 EXCHANGE OF INFORMATION
  • 6. POSTSCRIPTUM : IMPLICATIONS FOR RESEARCH, PRACTICE AND POLICY
  • 7. APPENDIX : SOME EXAMPLES OF THE USE OF LEARNING TECHNOLOGIES IN COMPANIES AND ADMINISTRATIONS
    • DIGITAL
      • Contact:
    • HEWLETT PACKARD
      • Contacts:
    • ORACLE
      • Contacts:
    • SILICON GRAPHICS
      • Contact:
    • GLOBAL TEACH/PTT
      • Contacts:
    • MIGROS
      • Contacts:
    • NESTL
      • Contacts:
    • UBS
      • Contact:
    • K.I.T.E. JITOL
      • Contact:
    • FEDERAL PERSONNEL OFFICE
      • Contacts: