UID:
almahu_9949301310702882
Format:
1 online resource (266 pages)
ISBN:
9783030558789
Note:
Intro -- Preface -- Acknowledgement -- Contents -- About the Editors and Contributors -- Editors -- 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.
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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.
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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.
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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.
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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.
Additional Edition:
Print version: Ifenthaler, Dirk Digital Transformation of Learning Organizations Cham : Springer International Publishing AG,c2021 ISBN 9783030558772
Language:
English
Keywords:
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