(918)LEARNING MANAGEMENT THEORY: HOW EXPERTS FOSTERLEARNING IN HIGHER EDUCATION AND PROFESSIONALPRACTICE ENVIRONMENTS

摘要

In this article I introduce learning management theory (LMT) as a framework for the studyand design of learning in higher education and professional practice environments. LMT’sfocus is on what experts do to foster learning, its unit of analysis is an “expertise-drivenskill unit” composed of one or more individuals of various degrees of expertise, theirartifacts, and the practices by which the former engage the later. Examples of expertisedrivenskill units are a teacher engaged with his/her students in the physical or virtualclassroom, a team of software design engineers, or a scientist and her assistants at theresearch lab. Learning management (LM) is the process in which expertise-skill unitsengage with the purpose of delivering learning for themselves, others and theirdisciplines. The construct can be described in terms of a set of complementary concepts:1. LM temporal dimensions, 2. LM best practices, 3. LM design principles, and 4. LMtools. LM concepts are derived from a “complexity assumption” to domain learning andexpert cognition: each concept reflects a different perspective on the complexphenomenon of LM. Because of its focus on experts and the expertise-driven skill units inwhich they participate, LM dissolves the dichotomy between learning in the physical orvirtual classroom and learning in professional practice, gives experts and novices aformative common platform for learning and development in higher education and theworkplace.