Guest Editorial: Designing Technologies to Support Professional and Workplace Learning for Situated Practice

The papers in this special section focus on designing technologies to support professional and workplace learning in situated practices. In an era of global, organizational, and technological change, all of which are transforming the world of work, professional and workplace learning are critical for employability and organizational competitiveness. A range of fundamental transformations is changing how people work. Digital technologies are replacing human labor and, at the same time, are accelerating the expansion of job roles and work practices. Work is becoming increasingly specialized, which means that professionals in collaborative and networked ways across discipline and organization boundaries. In parallel, labor is increasingly decentralized, making decisionmaking more distributed and raising the need for remote communication and collaboration. Subsequently, work is becoming more independent from time and place, as people connect, collaborate, and work via digital technologies. These changes come with a need for substantial and continuous workplace learning, and with the need for changes in how workplace learning happens. Of course, digital technologies are already used to provide learning and training in workplaces. However, most of these learning technologies have been developed for formal education (e.g., K- 12 and higher education) rather than in workplace contexts. There is a need to understand and evidence workplace learning needs and to further develop technologies that can support and scale workplace learning.