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Digital Transformation of Learning Organizations.

Bibliographic Details
Main Author: Ifenthaler, Dirk.
Other Authors: Hofhues, Sandra., Egloffstein, Marc., Helbig, Christian.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2021.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • ­Acknowledgement
  • Contents
  • Contributors
  • Editors
  • About the Editors and Contributors
  • Part I: Digital Transformation in the Project #ko.vernetzt
  • Chapter 1: #ko.vernetzt: Digital Transformation of an Educational Organization from a Media Educational Viewpoint
  • 1.1 #ko.vernetzt: Assumptions and Leading Concept
  • 1.1.1 Connected Organization: Connected Learning?
  • 1.1.2 Four Areas of Activity
  • 1. Qualification Tailored to the Needs of the Employees and the Organization
  • 2. Individual Media Development Projects
  • 3. Documentation, Networking, and Mentoring
  • 4. Scientific Documentation, Evaluation, and Reflection
  • 1.5 Qualification
  • 1.5.1 1.2.1 Work-Related Digital Competence
  • 1.5.2 1.2.2 Topics of Qualification
  • 1.5.3 1.2.3 Qualification Formats
  • 1.5.4 1.2.4 Critical Reflection on the Qualification Measures
  • 1.6 #ko.vernetzt: Digitization from Three Perspectives
  • 1.6.1 1.3.1 The Organizational Perspective
  • 1.6.2 1.3.2 The Employees' Perspective
  • 1.6.3 1.3.3 The Media Educational Perspective
  • 1.7 An Interim Conclusion: #ko.vernetzt as Pulse Generator
  • References
  • Chapter 2: Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations
  • 2.1 Introduction
  • 2.2 Double Meaning of Dialogue Formats
  • 2.2.1 Framework and Basic Assumptions
  • 2.2.2 Mediating Group Discussions
  • 2.2.3 Investigative Group Discussions
  • 2.2.4 Unifying Concept: Multi-Stakeholder Dialogues
  • 2.3 Design Dimensions of Dialogue Formats in Learning Organisations
  • 2.4 Empirical Dimensions of Dialogue Formats
  • 2.5 Results from the Dialogue Formats in the Project #ko.vernetzt
  • 2.5.1 Description of the Study
  • 2.5.2 Individualisation of Digitisation
  • 2.5.3 Technology-Driven Digitisation
  • 2.5.4 Rigid Organisational Culture
  • 2.6 Conclusion
  • References.
  • Chapter 3: Tracing Digital Transformation in Educational Organizations
  • 3.1 Introduction
  • 3.2 Research Background
  • 3.2.1 The Joint Research Project #ko.vernetzt
  • 3.2.2 Research Context: Kolping-Bildungswerk Paderborn
  • 3.3 Tracing the State of Digitalization: Development and Application of a Maturity Model
  • 3.3.1 Background and Rationale
  • 3.3.2 Operationalization
  • 3.4 Results
  • 3.4.1 Discussion
  • 3.5 Tracing Developments in the Field of Digitalization: A Multi-Perspective Evaluation of a Professional Development Program
  • 3.5.1 Background and Rationale
  • 3.5.2 Operationalization
  • 3.6 Results
  • 3.6.1 Discussion
  • 3.7 Conclusion and Outlook
  • References
  • Part II: International Perspectives on Digital Transformation of Learning Organizations
  • Chapter 4: Organizational Learning and Digital Transformation: A Theoretical Framework
  • 4.1 Introduction
  • 4.2 Digital Transformation: An Inventory
  • 4.2.1 Organizations and Digital Transformation
  • 4.2.2 Coping with Digital Transformation
  • 4.2.3 Opportunities and Challenges of Digital Transformation
  • 4.3 Organizational-Theoretical Considerations: The Relationship Between Actor and Organization
  • 4.4 The Crisis: An Occasion for Learning and Educational Processes
  • 4.5 Conclusion
  • References
  • Chapter 5: Learning Organizations in the Age of Smart Machines
  • 5.1 Resurgence of the "Learning Organization"
  • 5.2 Smart Machines and the Locus of Learning
  • 5.2.1 The Role of Technology
  • 5.2.2 Learning at the Intersection of Smart Machines and Humans
  • 5.3 Humans + Machines
  • 5.3.1 Hybrid Activities
  • 5.3.2 Fusion Skills as Success Factors for Learning and Performance
  • 5.4 Augmentation Strategies
  • 5.5 The Contribution of Human Resource Development
  • 5.6 The Learning Organization in the age of Smart Machines
  • References.
  • Chapter 6: The Concept of a Digital Twin and Its Potential for Learning Organizations
  • 6.1 Introduction
  • 6.2 Approaches to the Learning Organization
  • 6.2.1 Learning to Change, Changing to Learn
  • 6.2.1.1 Learning as Change from within
  • 6.2.1.2 Team Learning
  • 6.2.1.3 Continuous Learning and Change
  • 6.2.1.4 Specific Activities Fostering Individual Change and Learning
  • 6.2.2 Conclusion
  • 6.3 The Digital Twin
  • 6.3.1 Approaches to a Definition of the Digital Twin
  • 6.3.2 Purpose of the Digital Twin
  • 6.3.2.1 Technological Purpose
  • 6.3.2.2 Economic Purpose
  • 6.3.3 The Digital Twin for and of Humans
  • 6.3.4 Conclusion
  • 6.4 Learning with the Digital Twin
  • 6.5 Discussion and Outlook
  • References
  • Chapter 7 Individualizing Workplace Learning with Digital Technologies
  • 7.1 Introduction
  • 7.2 Theoretical Foundations
  • 7.3 Method
  • 7.4 Findings
  • 7.4.1 Digital Tools Embedded in the Specific Work and Training Structures
  • 7.4.2 Tools Easing Communication in a Modern Learning Culture
  • 7.4.3 How Learning and Competence Development Change
  • 7.5 Conclusion
  • References
  • Chapter 8: Responsible Digital Transformation of Social Welfare Organizations
  • 8.1 Introduction
  • 8.2 Organizational Development and Innovation in the Context of Social Services
  • 8.3 Frameworks for Responsible Development and Implementation of Digital Technologies
  • 8.4 Practical Experiences: A Case Study
  • 8.5 Conclusion
  • References
  • Chapter 9: Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption
  • 9.1 Introduction
  • 9.2 Formal Leaders in Formal Organizations: Limiting Space for Innovation
  • 9.2.1 Formal Leadership: Doing Things Right with People, Power, Systems, and Change
  • 9.2.2 Formal Organization: Restricting Adaptive Space for Innovation.
  • 9.3 Informal Leaders in Less Formal Organizations: Creating Adaptive Spaces
  • 9.3.1 Informal Leadership: Doing the Right Things with People, Power, Systems, and Change
  • 9.3.2 Informal Organization: Creating Adaptive Spaces for Digital Innovation Teams with People, Power, Systems, and Change
  • 9.4 Toward a New Theory for Practicing Organization Transformation Through Digitization Innovations
  • 9.4.1 Formal Innovation: An Addiction to Adopting Technology in Closed Systems
  • 9.4.2 Getting Digital Innovation Experiments Done: Developing Digital Innovation Teams
  • 9.4.3 Identifying the Cusp of Change on Our Way to Organization Transformation: A Critical Moment for Innovation Team Leaders
  • 9.4.4 Leading Learning Organization Transformation/Emergence with Digital Innovations: A Guide for Leaders
  • 9.4.5 Concluding Remarks
  • References
  • Chapter 10: The "Digital Facilitator": An Extended Profile to Manage the Digital Transformation of Swiss Vocational Schools
  • 10.1 Introduction
  • 10.2 Digitalisation and Vocational Education in Switzerland
  • 10.3 Teachers' Digital Competence
  • 10.3.1 The Concept of Digital Competence: A Brief Overview of Its Evolution
  • 10.3.2 Digital Competence and Teachers' Professional Profile
  • 10.4 Towards a Digital Facilitator Profile
  • 10.4.1 Procedure
  • 10.4.2 Results
  • 10.5 Discussion
  • 10.6 Conclusion
  • References
  • Chapter 11 Sustainability in a Digital Age as a Trigger for Organizational Development in Education
  • 11.1 Introduction
  • 11.2 Sustainability in a Digital Age
  • 11.3 About Crises and Wicked Problems
  • 11.4 Transformations of Educational Organizations?
  • 11.5 Conclusion
  • References
  • Chapter 12: Competencies, Culture, and Change: A Model for Digital Transformation in K-12 Educational Contexts
  • 12.1 Introduction
  • 12.1.1 Digital Transformation and Second-Order Change.
  • 12.2 Literature Review
  • 12.2.1 Organizational Context
  • 12.2.2 Leadership
  • 12.2.3 People
  • 12.3 Implementing the Model: A Case Study
  • 12.3.1 Stuck in the Analog
  • 12.3.2 Elements of Organizational Context as a Barrier
  • 12.3.3 Building Leadership Able to Create and Sustain the Change
  • 12.3.4 Using Resources to Begin Moving Forward
  • 12.3.5 The People, the Competencies, the Culture
  • 12.3.6 A Few Adjustments
  • 12.4 Implications and Recommendations
  • References
  • Chapter 13: Resistance to (Digital) Change
  • 13.1 Introduction: Resistance to Change - A Topic for the Digital Sphere?
  • 13.2 Change and Resistance
  • 13.2.1 Change and Resistance - Current Understandings
  • 13.2.2 Employee Resistance to Organizational Change
  • 13.2.3 Resistance to Change as a Systemic Phenomenon
  • 13.3 Addressing Resistance to Digital Change as a Learning Challenge
  • 13.3.1 Knut Illeris: Dimensions, Processes, and Types of Learning
  • 13.3.2 "Nonlearning" as Resistance to (Digital) Change
  • 13.3.3 Mismatches in Learning - An Undetected Form of "Resistance"?
  • 13.4 Resistance to Digital Change - Unanswered Questions
  • References
  • Chapter 14 Digital Transformation in Learning Organizations
  • 14.1 Introduction
  • 14.2 Dimensions of Digital Transformation in Learning Organizations
  • 14.3 Theoretical Perspectives on Digital Transformations in Learning Organizations
  • 14.3.1 Individual Participation and Organizational Change
  • 14.3.2 Leadership between Professionalization and Strategy
  • 14.3.3 Resistance and Inertia
  • 14.4 Considerations to #ko.vernetzt
  • References
  • Index.

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